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Executive Functions And Word Reading Fluency: A Brief Intervention With Economically Disadvantaged Secondary Students, Vanessa Kim
Executive Functions And Word Reading Fluency: A Brief Intervention With Economically Disadvantaged Secondary Students, Vanessa Kim
PCOM Psychology Dissertations
This study evaluated the use of a brief intervention that was designed to assist economically disadvantaged secondary students increase their capacity for attention to orthography and increase their ability to shift between rapid sight word recognition and decoding of unknown words in order to improve their word reading accuracy and fluency. The participants (N = 14) were eighth and ninth grade students enrolled in an urban public high school and receiving special education services. The study used analysis of variance for repeated measures and paired measures t-tests to analyze pre- and post-test data. The results indicated significant findings (p < 0.5) in the students’ improvements in their sight word reading fluency and their ability to inhibit impulses and shift cognitive sets with accuracy and speed following the 8-week reading intervention. The findings suggest that exposure to repeated word fluency drills that target attention to orthography and shifting from sight word recognition to decoding may have influenced the students’ self-monitoring skills and offer further support regarding the hypothesized role of executive functions in the act of reading.
Availability For Learning:Effects Of Mindfulness Meditation On Student Cognitive Abilities, Alexander Harne
Availability For Learning:Effects Of Mindfulness Meditation On Student Cognitive Abilities, Alexander Harne
PCOM Psychology Dissertations
No abstract provided.
The Role And Implications Of Executive Functions On Learning And Performing Math In High School Algebra I Students, Heather Lynn Rickmers Tacovsky
The Role And Implications Of Executive Functions On Learning And Performing Math In High School Algebra I Students, Heather Lynn Rickmers Tacovsky
PCOM Psychology Dissertations
Current research is largely lacking in the areas of math, math learning deficits, and math-specific interventions. Even less available is research and interventions specific to high school learners. Some research addresses these areas with a specific focus on executive functions and how they may relate to student learning and performance. The present study sought to determine the relationship between three specific executive functions, Shift, Inhibit, and Working Memory, on learning and performance in math. Other executive functions, as measured by BRIEF rating scales and including Planning and Organization, Initiate, and Monitor, were also reviewed. Results of the present study found …
Stigmatizing Beliefs And Attitudes Held By Students Toward Borderline Personality Disorder: Recovery Knowledge As A Moderator, Danyelle Salpietro
Stigmatizing Beliefs And Attitudes Held By Students Toward Borderline Personality Disorder: Recovery Knowledge As A Moderator, Danyelle Salpietro
PCOM Psychology Dissertations
The purpose of this study was to determine whether recovery knowledge in psychology doctoral students reduced stigma toward individuals with borderline personality disorder (BPD). Participants of this study consisted of 287 psychology doctoral students who differed in theoretical orientation, program type, clinical experience, and program year. More specifically, this study examined differences between different levels of recovery knowledge (low, medium, high) and different diagnoses (major depressive disorder [MDD], generalized anxiety disorder [GAD], BPD) on expressed stigma. Each student completed the Recovery Knowledge Inventory (RKI), read a vignette describing either BPD, depression, or anxiety, completed the Attribution Questionnaire (AQ-27) based on …
Stress, Coping, And Academic Self-Efficacy In First-Generation College Students, Samantha Fitz-Gerald
Stress, Coping, And Academic Self-Efficacy In First-Generation College Students, Samantha Fitz-Gerald
PCOM Psychology Dissertations
This qualitative research was conducted with first-generation college students who were enrolled in one of two university settings in northeastern Pennsylvania. The purpose of the study was to explore the unique stressors and coping mechanisms first-generation college students experience and how these impact their academic self-efficacy beliefs. A total of 10 participants were interviewed for the study using a demographic questionnaire, self-report stress scale, and semi-structured interview. Grounded theory of analysis provided the theoretical framework for the study, allowing the researcher to code the data to discover four emerging themes. The themes found included (a) the first-generation college students’ motivation …
Pediatric Traumatic Brain Injury And The Effect On Academic And Psychosocial Functioning In School Aged Children: A Pilot Study, Mary Ellen Henigan
Pediatric Traumatic Brain Injury And The Effect On Academic And Psychosocial Functioning In School Aged Children: A Pilot Study, Mary Ellen Henigan
PCOM Psychology Dissertations
The academic and psychosocial functioning of 20 post-TBI high school students were investigated in this pilot study. Participants included 12 males and 8 females ranging in age from 14 to 18 years. The students demonstrated a higher number of discipline referral post-TBI (d = 0.82) with a large effect size. Correlational analysis revealed a relationship between pre- and post-TBI, rate of attendance, and GPA. Thirty percent of student participants identified a level of significant elevation on the BASC-3 or BYI-II, most commonly social stress, depression, and sense of inadequacy. One hundred percent identified a change to their academic functioning, social …
Full-Day Kindergarten Program: Fostering Academic And Behavioral Gains For At Risk Students, Sarah Stefanakis
Full-Day Kindergarten Program: Fostering Academic And Behavioral Gains For At Risk Students, Sarah Stefanakis
PCOM Psychology Dissertations
The following study investigated the effectiveness of a full-day kindergarten program as an intervention to foster academic and behavioral gains in students presenting with poor school readiness skills when entering kindergarten. Sixteen public school kindergarten students selected for a pilot full-day kindergarten program participated in the study. The sample included students from low-socioeconomic status families with poor academic skills, students from higher socioeconomic status families with poor academic skills, and students receiving special education services. Dependent-samples t-tests revealed significant growth between the beginning and the end of the school year in phonological processing, print recognition, and early writing skills. Measures …