서브메뉴
검색
Relationships Between Cognitive Abilities and Reading Skills: Testing for Nonlinearity- [electronic resource]
Relationships Between Cognitive Abilities and Reading Skills: Testing for Nonlinearity- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101916
- ISBN
- 9798380594400
- DDC
- 150
- 서명/저자
- Relationships Between Cognitive Abilities and Reading Skills: Testing for Nonlinearity - [electronic resource]
- 발행사항
- [S.l.]: : Columbia University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(137 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-04, Section: B.
- 주기사항
- Advisor: Lovett, Benjamin J.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Cognitive and academic assessment are fundamental to learning disability diagnosis in children and adults. This study sought to evaluate the relationships between cognitive abilities and reading skills in a sample of referred postsecondary students. It was hypothesized that the relationship between cognitive ability and reading skills may change at different points in the ability distribution, such that the relationship between the two variables is strong and linear up until a certain point and then the relationship weakens or becomes non-significant. The study assessed relationships between four empirically supported indices of cognitive ability and eight measures of reading skills (a total of 32 combinations of relationships). First, linear relationships were analyzed. Strong linear relationships were found for each of the variable combinations, consistent with prior research on non-referred and referred child samples. Next, curvilinear regression was used to see if data were better fit using a curved line (evidence of a threshold effect). There were generally null effects for added variance, though there may be some evidence for a curvilinear relationship between cognitive ability and the specific skill of decoding. These regressions were also re-run while controlling for demographic variables, and again a third time when individuals with possible response bias (i.e., low effort or malingering) were removed; the results did not change. Finally, linear correlations were calculated separately for students in different parts of the distribution of cognitive ability. Again, results indicated that the relationships remain linear across the distribution of cognitive ability. While our primary hypothesis was not supported, this study extended previous research to better understand the linear nature of cognitive-achievement relationships among referred adults. Implications for practice are nuanced and depend on which model of learning disability diagnosis is used.
- 일반주제명
- Psychology.
- 일반주제명
- LGBTQ studies.
- 일반주제명
- Educational evaluation.
- 일반주제명
- Cognitive psychology.
- 키워드
- Diagnosis
- 키워드
- Reading skills
- 키워드
- Threshold effect
- 기타저자
- Columbia University TC: School Psychology
- 기본자료저록
- Dissertations Abstracts International. 85-04B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016935306
■00520240214101916
■006m o d
■007cr#unu||||||||
■020 ▼a9798380594400
■035 ▼a(MiAaPQ)AAI30688355
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aSzczesniak, Lisa.
■24510▼aRelationships Between Cognitive Abilities and Reading Skills: Testing for Nonlinearity▼h[electronic resource]
■260 ▼a[S.l.]:▼bColumbia University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(137 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-04, Section: B.
■500 ▼aAdvisor: Lovett, Benjamin J.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aCognitive and academic assessment are fundamental to learning disability diagnosis in children and adults. This study sought to evaluate the relationships between cognitive abilities and reading skills in a sample of referred postsecondary students. It was hypothesized that the relationship between cognitive ability and reading skills may change at different points in the ability distribution, such that the relationship between the two variables is strong and linear up until a certain point and then the relationship weakens or becomes non-significant. The study assessed relationships between four empirically supported indices of cognitive ability and eight measures of reading skills (a total of 32 combinations of relationships). First, linear relationships were analyzed. Strong linear relationships were found for each of the variable combinations, consistent with prior research on non-referred and referred child samples. Next, curvilinear regression was used to see if data were better fit using a curved line (evidence of a threshold effect). There were generally null effects for added variance, though there may be some evidence for a curvilinear relationship between cognitive ability and the specific skill of decoding. These regressions were also re-run while controlling for demographic variables, and again a third time when individuals with possible response bias (i.e., low effort or malingering) were removed; the results did not change. Finally, linear correlations were calculated separately for students in different parts of the distribution of cognitive ability. Again, results indicated that the relationships remain linear across the distribution of cognitive ability. While our primary hypothesis was not supported, this study extended previous research to better understand the linear nature of cognitive-achievement relationships among referred adults. Implications for practice are nuanced and depend on which model of learning disability diagnosis is used.
■590 ▼aSchool code: 0054.
■650 4▼aPsychology.
■650 4▼aLGBTQ studies.
■650 4▼aEducational evaluation.
■650 4▼aCognitive psychology.
■653 ▼aCognitive assessment
■653 ▼aCurvilinear regression
■653 ▼aDiagnosis
■653 ▼aLearning disability
■653 ▼aReading skills
■653 ▼aThreshold effect
■690 ▼a0621
■690 ▼a0492
■690 ▼a0443
■690 ▼a0633
■71020▼aColumbia University▼bTC: School Psychology.
■7730 ▼tDissertations Abstracts International▼g85-04B.
■773 ▼tDissertation Abstract International
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16935306▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
