Open Access. Powered by Scholars. Published by Universities.®
- Discipline
Articles 1 - 6 of 6
Full-Text Articles in Entire DC Network
The Influence Of Reading Intervention On Language And Narrative Development In Children With Mild Intellectual Disability, Casy Walters
The Influence Of Reading Intervention On Language And Narrative Development In Children With Mild Intellectual Disability, Casy Walters
Psychology Dissertations
Narrative language provides unique information about the use of language above and beyond other component language skill measures (e.g., Clinical Evaluation of Language Fundamentals, CELF). The use of language as described by Bates (1976) requires integration of social, linguistic, and cognitive abilities. Prior research has theorized that narrative language may influence the relationship between language and reading skills (Snow, 1991, 1993; Westby et al., 1989), but few studies have tested this theory directly. To better understand this relationship, we evaluated the relationship between component language, narrative language, and reading among elementary school children with mild intellectual disability (MID) who participated …
Phonological Awareness In Preschool Age Children With Developmental Disabilities, Andrea Barton-Hulsey
Phonological Awareness In Preschool Age Children With Developmental Disabilities, Andrea Barton-Hulsey
Psychology Dissertations
Reading skills are critically important for a child’s development and continued growth in school. The home and school literacy experiences of children who have developmental disabilities have been found to be qualitatively different from the experiences of their same age peers without disabilities. In addition to access to instruction, a number of intrinsic factors including cognitive ability, receptive language and expressive speech skills have been suggested as factors that may place children with developmental disabilities at a greater risk for limited development of reading skills. Currently, little is understood about how children who have developmental disabilities and may have limitations …
Modeling Reading Constructs With Struggling Readers At Different Ages, Cortney M. Fritz
Modeling Reading Constructs With Struggling Readers At Different Ages, Cortney M. Fritz
Psychology Dissertations
This study examined the degree to which core reading-related latent constructs, such as reading comprehension, language comprehension, word decoding, non-word decoding, phonological awareness, and speed, are equivalent and reflective of the same underlying constructs across different age groups of poor readers. Within this framework, we also worked to better understand whether poor readers at different ages are similar or different in their pattern of relationships among core reading-related constructs. The sample was poor readers at different ages, including 430 elementary students, 584 middle school students and 236 adults. Using confirmatory factor analysis, four models of reading were tested for each …
Rapid Automatized Naming And Reading Ability, Rebecca Eisenberg Mccartney
Rapid Automatized Naming And Reading Ability, Rebecca Eisenberg Mccartney
Psychology Dissertations
The Rapid Automatized Naming test (RAN) has been shown to be a strong predictor of reading ability (Katzir et al., 2006), however the nature of this relationship remains unclear. The purpose of this study was to evaluate the underlying components of RAN, and to then determine whether these components partially account for the relationship between RAN and reading ability. The sample consisted of 100 undergraduate students. The underlying components of RAN that were evaluated included, visual search and scanning, auditory and visual sequencing, discrete naming, confrontation naming, executive functioning and phonological processing. The findings suggest that visual search and scanning, …
Timing Variables In Reading And Language: The Relation Of Naming Speed And Motor Speed To Auditory Temporal Processing, Cynthia M. Zettler
Timing Variables In Reading And Language: The Relation Of Naming Speed And Motor Speed To Auditory Temporal Processing, Cynthia M. Zettler
Psychology Dissertations
Naming speed, motor skill, and auditory temporal processing (ATP) are constructs that are important to reading and language. These variables require processing timing information inherent in the stimulus or processing stimuli rapidly. ATP deficits are found in individuals with reading impairments, but studies are conflicting regarding the relationship between reading and ATP. This study examined relationships between naming speed, motor speed, and ATP, and centered on possible factors why inconsistencies have occurred across studies examining the association between reading and ATP. If the timing element of naming speed (rapid automatized naming-RAN) and of motor speed is common to ATP, then …
Development Of Visual-Verbal Integration In Working Memory During Childhood And Its Relation To Language And Reading, M. Katrina Smith
Development Of Visual-Verbal Integration In Working Memory During Childhood And Its Relation To Language And Reading, M. Katrina Smith
Psychology Dissertations
Research has demonstrated working memory improves during childhood and supports vocabulary, grammar, and reading development (Adams & Gathercole, 1995, 1996; Bowey, 1996; Gathercole & Baddeley, 1989, 1990). Prior to the addition of the episodic buffer in Baddeley’s model of working memory (2000a), auditory and visual aspects of working memory were often treated separately without evaluating contributions from the ability to integrate the two forms of information. The present study was designed to investigate the development of visual-verbal integration in working memory and its role in language and reading development. Tests of receptive vocabulary, receptive grammar, and decoding ability were administered …