The Impact of Visual Memory Deficits on Academic Achievement in Children and Adolescents

Autor/in	Larsen, Jessica Maria
Titel	The Impact of Visual Memory Deficits on Academic Achievement in Children and Adolescents
Quelle	(2011), (116 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Utah
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-9477-4
Schlagwörter	Hochschulschrift; Dissertation; Learning Problems; Spelling; Academic Achievement; Memory; Neuropsychology; Arithmetic; Visual Perception; Disability Identification; Reading Achievement; Mathematics Achievement; Comparative Analysis; Children + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernproblem; Schreibweise; Schulleistung; Gedächtnis; Neuropsychologie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Visuelle Wahrnehmung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Child; Kind; Kinder
Abstract	Memory assessment can often alert practitioners and educators to learning problems children may be experiencing. Results of a memory assessment may indicate that a child has a specific memory deficit in verbal memory, visual memory, or both. Deficits in visual or verbal modes of memory could potentially have adverse effects on academic achievement. Past research in the area of memory and academics have shown mixed results, with some studies showing correlations between visual or verbal memory deficits and patterns of academic achievement and other studies showing evidence there is not a predictable pattern. The purpose of the present study was to examine the effects of visual memory deficits upon children's academic achievement in reading, spelling, and arithmetic. Archival data of children's comprehensive neuropsychological evaluations conducted at a private neuropsychology clinic were reviewed and analyzed to determine if children who showed evidence of deficits in visual memory differed significantly on academic achievement measures from a comparison group of children who did not have visual or verbal memory deficits. Overall, the results of this study found that individuals with visual memory deficits showed significantly weaker performance in arithmetic achievement compared to children without memory deficits. Children with visual memory deficits did not differ significantly from children without memory deficits on reading or spelling achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10