東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Processing speed in children: Examin...

Gerst, Elyssa H.

FindBook

Google Book

Amazon

博客來

Processing speed in children: Examination of the structure in middle childhood and its impact on reading.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Processing speed in children: Examination of the structure in middle childhood and its impact on reading./
作者:	Gerst, Elyssa H.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	89 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.
Contained By:	Dissertation Abstracts International78-12B(E).
標題:	Cognitive psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10648555
ISBN:	9780355240597

Processing speed in children: Examination of the structure in middle childhood and its impact on reading.
Gerst, Elyssa H.

Processing speed in children: Examination of the structure in middle childhood and its impact on reading. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 89 p.

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.

Thesis (Ph.D.)--University of Houston, 2017.

The primary aim of this study was to examine the structure of processing speed (PS) in middle childhood by comparing five theoretically driven models of PS. The models consisted of two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output modality model, and a timing modality model). A second aim was to evaluate the utility of these models for key reading skills (single word reading, fluency, and comprehension) relevant to this age group. Participants consisted of 844 children enrolled in urban public elementary schools. Average participant age was 9.92 (SD = 0.89) and students were enrolled in 3rd (n = 186), 4th (n = 482) and 5th (n = 176) grade. Sixteen variables from 12 tasks differing in their demand characteristics captured PS. Confirmatory factor analyses and regression equations evaluated hypotheses. A two-factor Timing model (Latency and Efficiency) was the strongest fit to the data and similarly structured two-factor Complexity model (Simple and Complex) was also a good fit to the data. Both models were examined as predictors of reading skills. Only the Efficiency/Complex factors were predictive of each key reading skill when considered alone and with relevant language and demographic variables, with the exception of single word reading, where both PS latent factors were predictive in the context of covariates. The structure of PS in middle childhood was found to form a two-factor structure, and separation was apparent between a simpler and more complex level of timed processing. Additionally, PS appears to be contributory to the prediction of word single word reading, reading fluency, and reading comprehension in the context of highly relevant predictors.

ISBN: 9780355240597Subjects--Topical Terms:

523881
Cognitive psychology.

Processing speed in children: Examination of the structure in middle childhood and its impact on reading.
LDR:02719nmm a2200301 4500 001 2165728
005 20181129125309.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355240597
035 $a (MiAaPQ)AAI10648555
035 $a AAI10648555
040 $a MiAaPQ $c MiAaPQ
100 1 $a Gerst, Elyssa H. $3 3353815
245 1 0 $a Processing speed in children: Examination of the structure in middle childhood and its impact on reading.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 89 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.
500 $a Adviser: Paul Cirino.
502 $a Thesis (Ph.D.)--University of Houston, 2017.
520 $a The primary aim of this study was to examine the structure of processing speed (PS) in middle childhood by comparing five theoretically driven models of PS. The models consisted of two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output modality model, and a timing modality model). A second aim was to evaluate the utility of these models for key reading skills (single word reading, fluency, and comprehension) relevant to this age group. Participants consisted of 844 children enrolled in urban public elementary schools. Average participant age was 9.92 (SD = 0.89) and students were enrolled in 3rd (n = 186), 4th (n = 482) and 5th (n = 176) grade. Sixteen variables from 12 tasks differing in their demand characteristics captured PS. Confirmatory factor analyses and regression equations evaluated hypotheses. A two-factor Timing model (Latency and Efficiency) was the strongest fit to the data and similarly structured two-factor Complexity model (Simple and Complex) was also a good fit to the data. Both models were examined as predictors of reading skills. Only the Efficiency/Complex factors were predictive of each key reading skill when considered alone and with relevant language and demographic variables, with the exception of single word reading, where both PS latent factors were predictive in the context of covariates. The structure of PS in middle childhood was found to form a two-factor structure, and separation was apparent between a simpler and more complex level of timed processing. Additionally, PS appears to be contributory to the prediction of word single word reading, reading fluency, and reading comprehension in the context of highly relevant predictors.
590 $a School code: 0087.
650 4 $a Cognitive psychology. $3 523881
650 4 $a Clinical psychology. $3 524863
650 4 $a Reading instruction. $3 2122756
690 $a 0633
690 $a 0622
690 $a 0535
710 2 $a University of Houston. $3 1019266
773 0 $t Dissertation Abstracts International $g 78-12B(E).
790 $a 0087
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10648555