東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Establishing Cognitive Predictor Thr...

Norfolk, Philip A.

FindBook

Google Book

Amazon

博客來

Establishing Cognitive Predictor Thresholds for Proficiency in Reading and Mathematics: Analysis of the Woodcock-Johnson IV Developmental-Age Norming Sample.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Establishing Cognitive Predictor Thresholds for Proficiency in Reading and Mathematics: Analysis of the Woodcock-Johnson IV Developmental-Age Norming Sample./
作者:	Norfolk, Philip A.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	106 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
Contained By:	Dissertation Abstracts International79-08B(E).
標題:	Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10799359
ISBN:	9780355778632

Establishing Cognitive Predictor Thresholds for Proficiency in Reading and Mathematics: Analysis of the Woodcock-Johnson IV Developmental-Age Norming Sample.
Norfolk, Philip A.

Establishing Cognitive Predictor Thresholds for Proficiency in Reading and Mathematics: Analysis of the Woodcock-Johnson IV Developmental-Age Norming Sample. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 106 p.

Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.

Thesis (Ph.D.)--The University of Memphis, 2017.

Assessment of specific learning disabilities (SLD) in educational settings is one important function of a school psychologist. The federal definition of SLD describes "underlying cognitive processing deficits" as part of the assessment criteria, that is also incorporated in several states' SLD eligibility criteria, that is difficult to directly evaluate using traditional assessment methods. Traditionally, use of norm-referenced scores have been used to compare an examinee's relative performance on assessment tests. Such a method does not provide direct evidence of underlying cognitive processing deficits associated with poor academic achievement. In an effort to directly inform this cognitive processing ability and academic proficiency relation, the current study utilized measures of absolute level of performance--- W scores from cognitive (COG) and achievement (ACH) tests from the Woodcock-Johnson IV (WJ IV)---to search for optimal cognitive predictors of proficiency in reading and mathematics domains. The study included two phases. The first phase consisted of determining minimum proficiency standards for WJ IV ACH tests related to reading and mathematics SLD eligibility areas through expert review of test item content to establish cut scores for proficient performance. The second phase employed theoretically relevant WJ IV COG tests as predictor variables in multiple receiver operating characteristic (ROC) curve analyses for proficiency classification purposes for the reading and mathematics SLD eligibility area clusters and their contributing WJ IV ACH tests. Results indicate that the WJ IV COG tests are generally good to excellent predictors of academic proficiency, when considering absolute levels of performance. Oral Vocabulary, a measure of Comprehension-Knowledge (Gc), and Number Series, a measure of Fluid Reasoning (Gf), demonstrated the greatest diagnostic accuracy for classification of proficiency in reading and mathematics. Groundwork has been laid for establishing cognitive predictors that accurately predict proficiency in reading and mathematics that can strengthen the case that an examinee meets the underlying criteria for an SLD (i.e., a related cognitive processing deficit).

ISBN: 9780355778632Subjects--Topical Terms:

519075
Psychology.

Establishing Cognitive Predictor Thresholds for Proficiency in Reading and Mathematics: Analysis of the Woodcock-Johnson IV Developmental-Age Norming Sample.
LDR:03204nmm a2200289 4500 001 2165743
005 20181129125309.5
008 190424s2017 ||||||||||||||||| ||eng d
020 $a 9780355778632
035 $a (MiAaPQ)AAI10799359
035 $a AAI10799359
040 $a MiAaPQ $c MiAaPQ
100 1 $a Norfolk, Philip A. $3 3353831
245 1 0 $a Establishing Cognitive Predictor Thresholds for Proficiency in Reading and Mathematics: Analysis of the Woodcock-Johnson IV Developmental-Age Norming Sample.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 106 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
502 $a Thesis (Ph.D.)--The University of Memphis, 2017.
520 $a Assessment of specific learning disabilities (SLD) in educational settings is one important function of a school psychologist. The federal definition of SLD describes "underlying cognitive processing deficits" as part of the assessment criteria, that is also incorporated in several states' SLD eligibility criteria, that is difficult to directly evaluate using traditional assessment methods. Traditionally, use of norm-referenced scores have been used to compare an examinee's relative performance on assessment tests. Such a method does not provide direct evidence of underlying cognitive processing deficits associated with poor academic achievement. In an effort to directly inform this cognitive processing ability and academic proficiency relation, the current study utilized measures of absolute level of performance--- W scores from cognitive (COG) and achievement (ACH) tests from the Woodcock-Johnson IV (WJ IV)---to search for optimal cognitive predictors of proficiency in reading and mathematics domains. The study included two phases. The first phase consisted of determining minimum proficiency standards for WJ IV ACH tests related to reading and mathematics SLD eligibility areas through expert review of test item content to establish cut scores for proficient performance. The second phase employed theoretically relevant WJ IV COG tests as predictor variables in multiple receiver operating characteristic (ROC) curve analyses for proficiency classification purposes for the reading and mathematics SLD eligibility area clusters and their contributing WJ IV ACH tests. Results indicate that the WJ IV COG tests are generally good to excellent predictors of academic proficiency, when considering absolute levels of performance. Oral Vocabulary, a measure of Comprehension-Knowledge (Gc), and Number Series, a measure of Fluid Reasoning (Gf), demonstrated the greatest diagnostic accuracy for classification of proficiency in reading and mathematics. Groundwork has been laid for establishing cognitive predictors that accurately predict proficiency in reading and mathematics that can strengthen the case that an examinee meets the underlying criteria for an SLD (i.e., a related cognitive processing deficit).
590 $a School code: 1194.
650 4 $a Psychology. $3 519075
650 4 $a Educational psychology. $3 517650
650 4 $a Educational tests & measurements. $3 3168483
690 $a 0621
690 $a 0525
690 $a 0288
710 2 $a The University of Memphis. $b Psychology. $3 3186982
773 0 $t Dissertation Abstracts International $g 79-08B(E).
790 $a 1194
791 $a Ph.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10799359