Multivariate relationships between cognitive and reading measures in third grade children

Two groups of children, (n = 144 and n = 49), identified as different on measures of reading and spelling were found to exhibit different performance levels on the Illinois Test of Psycholinguistic Abilities (ITPA). Seven discriminant analyses were performed with significant group separation occurring for six of these. Classification analyses indicated that using the ten major subtests produced accurate classification in approximately 71% of cases. Subtests found to load heavily in discriminant functions were Auditory Sequential Memory and Auditory Reception. Other subtests, which loaded moderately, were Auditory Association, Visual Association, Verbal Expression, and Grammatic Closure. Results were discussed in the light of previous research methodologies and the debate as to the educational relevance of the ITPA.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Multivariate relationships between cognitive and reading measures in third grade children

Cited by 3 publications

References 4 publications

The Neale Scales of Early Childhood Development and Later Reading Performance: A multivariate analysis∗

The Neale Scales of Early Childhood Development and Later Reading Performance: A multivariate analysis∗

Extending pre‐school experience as preventive intervention: Relationships with later reading achievement

ITPA and Learning Disability

Contact Info

Product

Resources

About