• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Use of Cattell -Horn -Carroll specific cognitive abilities to enhance prediction of reading on the third grade Pennsylvania System of State Assessment
【24h】

Use of Cattell -Horn -Carroll specific cognitive abilities to enhance prediction of reading on the third grade Pennsylvania System of State Assessment

机译：利用Cattell -Horn -Carroll的特定认知能力来增强对宾夕法尼亚州三年级状态评估系统的阅读预测

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

This correlational study examines three models of prediction with regard to 69 kindergarten and first grade students' later reading achievement on a third grade state assessment.;The first model of prediction analyzed sex, age and maternal level of education as predictors of reading performance on the third grade Pennsylvania System of State Assessment (PSSA). The second model of prediction examined the ability of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Phoneme Segmentation Fluency (PSF) measure to predict reading achievement on the PSSA. The third model analyzed the use of Cattell-Horn-Carroll (CHC) specific cognitive abilities to enhance the prediction of PSF of reading achievement.;The results from the analysis (Kendall's Tau B) showed no significant correlation between the baseline predictor variables (sex, age, and maternal level of education) and student performance on the PSSA. Similarly, in the second model, student performance on the PSF measure of the DIBELS revealed no relationship with later reading achievement. In the third model, CHC specific cognitive abilities did not enhance the prediction of reading performance. Although there was one correlation of significance between fluid intelligence (Gf) and PSSA scores, the sample size was too low to allow for generalizability. Additionally, Gf is not one of the CHC factors linked to reading achievement in the literature.;Restriction of ranges may have affected the results in that the majority of the students were in special education, and half of the sample was not proficient on the PSSA.
机译：这项相关研究在69年级和三年级状态评估中考察了69种幼儿园和一年级学生的后期阅读成绩的三种预测模型。第一种预测模型分析了性别，年龄和母亲的受教育程度，以此作为阅读能力的预测指标。宾夕法尼亚州立大学三年级评估系统（PSSA）。第二种预测模型检查了基本早期识字技能动态指标（DIBELS）音素分段流利度（PSF）量度在PSSA上预测阅读成绩的能力。第三个模型分析了使用Cattell-Horn-Carroll（CHC）特定的认知能力来增强对阅读成绩的PSF的预测。；分析结果（Kendall's Tau B）显示，基线预测变量（性别）之间没有显着相关性。 ，年龄和母亲的教育程度）以及学生在PSSA上的表现。同样，在第二个模型中，学生对DIBELS的PSF量度的表现表明与以后的阅读成绩没有关系。在第三个模型中，CHC的特定认知能力并未增强对阅读表现的预测。尽管体液智力（Gf）与PSSA评分之间存在显着相关性，但样本量太小，无法推广。此外，Gf并不是与文献中阅读成绩相关的CHC因素之一。范围限制可能会影响结果，因为大多数学生接受了特殊教育，而一半的样本未精通PSSA 。

著录项

  • 作者

    Nicholson, Kathleen J.;

  • 作者单位

    Indiana University of Pennsylvania.;

  • 授予单位 Indiana University of Pennsylvania.;
  • 学科 Educational psychology.;Educational tests measurements.;Reading instruction.
  • 学位 D.Ed.
  • 年度 2009
  • 页码 85 p.
  • 总页数 85
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 宗教;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号