The Relationship between Acquisition Rate for Words and Working Memory, Short-Term Memory, and Reading Skills: Aptitude-by-Treatment or Skill-by-Treatment Interaction?

Autor/inn/en	Burns, Matthew K.; Davidson, Katherine; Zaslofsky, Anne F.; Parker, David C.; Maki, Kathrin E.
Titel	The Relationship between Acquisition Rate for Words and Working Memory, Short-Term Memory, and Reading Skills: Aptitude-by-Treatment or Skill-by-Treatment Interaction?
Quelle	In: Assessment for Effective Intervention, 43 (2018) 3, S.182-192 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-5084
DOI	10.1177/1534508417730822
Schlagwörter	Short Term Memory; Reading Skills; Language Acquisition; Aptitude Treatment Interaction; Intervention; Grade 4; Grade 5; Elementary School Students; Learning Disabilities; Correlation; Minnesota + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Reading skill; Lesefertigkeit; Sprachaneignung; Spracherwerb; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Learning handicap; Lernbehinderung; Korrelation
Abstract	The amount of information that students successfully learn and later recall from each intervention session is limited and is called the acquisition rate (AR). Research has consistently supported the effects of modifying intervention set sizes with AR data, but research with AR is in its infancy. The current study compared the relationship between AR while learning words with working memory, short-term memory, and reading skills. Participants were 52 fourth- and fifth-grade students with and without learning disabilities (LDs). Working memory (r = 0.34), short-term memory (r = 0.41), and word reading skills (r = 0.57) all moderately correlated with AR, but word reading skills accounted for 32% of the variance and the other two scores added little unique variance. The corrected correlation coefficients were higher for the word reading with AR than with any other variable and were essentially equal for both groups (r = 0.73 for average readers and r = 0.75 for students with an LD in reading). Thus, the data not only support the validity of making decisions with AR data but also suggest that AR is more consistent with a skill-by-treatment interaction framework than an aptitude-by-treatment interaction approach. Potential applications, directions for future research, and limitations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01