Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?

Autor/inn/en	Liu, Xiaochen; Marchis, Lavinia; DeBiase, Emily; Breaux, Kristina C.; Courville, Troy; Pan, Xingyu; Hatcher, Ryan C.; Koriakin, Taylor; Choi, Dowon; Kaufman, Alan S.
Titel	Do Cognitive Patterns of Strengths and Weaknesses Differentially Predict Errors on Reading, Writing, and Spelling?
Quelle	In: Journal of Psychoeducational Assessment, 35 (2017) 1-2, S.186-205 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916668996
Schlagwörter	Achievement Tests; Cognitive Processes; Error Patterns; Reading; Writing (Composition); Spelling; Prediction; Reading Comprehension; Word Recognition; Decoding (Reading); Phonology; Language Processing; Intelligence; Preschool Children; Elementary School Students; Secondary School Students; Factor Analysis; Multivariate Analysis; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Cognitive process; Kognitiver Prozess; Fehlertyp; Leseprozess; Lesen; Schreibübung; Schreibweise; Vorhersage; Leseverstehen; Worterkennung; Dekodierung; Fonologie; Sprachverarbeitung; Intelligenz; Klugheit; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Sekundarschüler; Faktorenanalyse; Multivariate Analyse; Schulleistung
Abstract	This study investigated the relationship between specific cognitive patterns of strengths and weaknesses (PSWs) and the errors children make in reading, writing, and spelling tests from the Kaufman Test of Educational Achievement-Third Edition (KTEA-3). Participants were selected from the KTEA-3 standardization sample based on five cognitive profiles: High Crystallized Ability paired with Low Processing Speed and Long-Term Retrieval (High Gc), Low Crystallized Ability paired with High Processing Speed and Long-Term Retrieval (High Gs/Glr), Low Orthographic Processing (Low OP), Low Phonological Processing (Low PP), and Low Phonological Processing paired with Low Orthographic Processing (Low PP-OP). Error factor scores for all five groups were compared on Reading Comprehension and Written Expression; the first four groups were compared on Letter & Word Recognition, Nonsense Word Decoding, and Spelling, and the first three groups were compared on Phonological Processing. Significant differences were noted among the patterns of errors demonstrated by the five groups. Findings support the notion that students with diverse cognitive PSWs display different patterns of errors on tests of academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01