The Structure of Processing Speed in Children and Its Impact on Reading

Autor/inn/en	Gerst, Elyssa H.; Cirino, Paul T.; Macdonald, Kelly T.; Miciak, Jeremy; Yoshida, Hanako; Woods, Steven P.; Gibbs, M. Cullen
Titel	The Structure of Processing Speed in Children and Its Impact on Reading
Quelle	In: Journal of Cognition and Development, 22 (2021) 1, S.84-107 (24 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cirino, Paul T.) ORCID (Miciak, Jeremy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2020.1862121
Schlagwörter	Cognitive Processes; Reading Processes; Comparative Analysis; Predictor Variables; Grade 5; Urban Schools; Elementary School Students; Reading Fluency; Reading Comprehension; Executive Function; Grade 3; Grade 4; Measures (Individuals); Reaction Time; Neuropsychology; Psychological Testing; Visual Measures; Achievement Tests; Correlation; Trail Making Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Leseprozess; Prädiktor; School year 05; 5. Schuljahr; Schuljahr 05; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Leseverstehen; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Messdaten; Reaktionsvermögen; Neuropsychologie; Psychological test; psychological tests; Psychological examination; Psychologischer Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation
Abstract	The present study had two aims. First, we set out to evaluate the structure of processing speed in children by comparing five alternative models: two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output response model, and a timing modality model). Second, we then used the resulting models to predict multiple types of reading, a highly important developmental outcome, using other well-known predictors as covariates. Participants were 844 children enrolled in third through fifth grade in urban public elementary schools who received 16 measures of processing speed that varied in the above dimensions. A two-factor complexity model that differentiated between simple and complex processing speed was the preferred model and fit the data well. Both types of PS predicted reading fluency, and complex (but not simple) PS predicted single word reading and comprehension. Results offer insight to the structure of processing speed, its relation to closely related concepts (such as executive function), and provide nuance to the understanding of the way processing speed influences reading. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01