First-Grade Cognitive Predictors of Writing Disabilities in Grades 2 through 4 Elementary School Students

Autor/inn/en	Costa, Lara-Jeane; Green, Melissa; Sideris, John; Hooper, Stephen R.
Titel	First-Grade Cognitive Predictors of Writing Disabilities in Grades 2 through 4 Elementary School Students
Quelle	In: Journal of Learning Disabilities, 51 (2018) 4, S.351-362 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219417721182
Schlagwörter	Predictor Variables; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Cognitive Ability; Writing Skills; Writing Difficulties; Psychomotor Skills; Language Skills; Executive Function; Regression (Statistics); Short Term Memory; Self Control; Inhibition; Visual Perception; Planning; At Risk Students; Achievement Tests; Cognitive Tests; Children; Intelligence Tests; Statistical Analysis; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Cognitive Ability; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Prädiktor; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Denkfähigkeit; Writing skill; Schreibfertigkeit; Schreibstörung; Psychomotorische Aktivität; Language skill; Sprachkompetenz; Regression; Regressionsanalyse; Kurzzeitgedächtnis; Selbstbeherrschung; Hemmung; Visuelle Wahrnehmung; Ablaufplanung; Planungsprozess; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitiver Fähigkeitstest; Child; Kind; Kinder; Intelligence test; Intelligenztest; Statistische Analyse; WIAT; Eignungsprüfung; Eignungstest
Abstract	The primary aim of this study was determining Grade 1 cognitive predictors of students at risk for writing disabilities in Grades 2 through 4. Applying cognitive measures selected to align with theoretical and empirical models of writing, tasks were administered to Grade 1 students assessing fine-motor, linguistic, and executive functions: 84 at risk (bottom quartile for age-base expectations) and 54 typically developing. A model with individual predictors was compared to a previously developed latent trait model to determine the relative predictive worth of each approach. Data analysis primarily involved stepwise logistic regression. Results revealed that the individual measures of orthographic choice, working memory, inhibitory control, visual memory recognition, and planning all were significant predictors of at risk status in Grades 2 through 4. The latent trait model also fared well but did not account for the same amount of variance as any of the individual measurement models for any of the grades. The findings lay the foundation for an empirically based approach to cognitive assessment in Grade 1 for identifying potential at-risk students in later elementary grades and suggest potential underlying neurocognitive abilities that could be employed with educational interventions for students with later-emerging writing disabilities. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11