國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Establishing Cognitive Predictor Thresholds for Proficiency in Reading and Mathematics :/
Reminder of title:	Analysis of the Woodcock-Johnson IV Developmental-Age Norming Sample.
Author:	Norfolk, Philip A.
Description:	1 online resource (106 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
Contained By:	Dissertation Abstracts International79-08B(E).
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
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. - 1 online resource (106 pages)

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

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

Includes bibliographical references

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).

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355778632Subjects--Topical Terms:

555998
Psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Establishing Cognitive Predictor Thresholds for Proficiency in Reading and Mathematics : = Analysis of the Woodcock-Johnson IV Developmental-Age Norming Sample.
LDR:03489ntm a2200325Ki 4500 001 920260
005 20181129125309.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355778632
035 $a (MiAaPQ)AAI10799359
035 $a AAI10799359
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Norfolk, Philip A. $3 1195004
245 1 0 $a Establishing Cognitive Predictor Thresholds for Proficiency in Reading and Mathematics : $b Analysis of the Woodcock-Johnson IV Developmental-Age Norming Sample.
264 0 $c 2017
300 $a 1 online resource (106 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-08(E), Section: B.
502 $a Thesis (Ph.D.)--The University of Memphis, 2017.
504 $a Includes bibliographical references
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).
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Psychology. $3 555998
650 4 $a Educational psychology. $3 555103
650 4 $a Educational tests & measurements. $3 1180442
655 7 $a Electronic books. $2 local $3 554714
690 $a 0621
690 $a 0525
690 $a 0288
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Memphis. $b Psychology. $3 1195005
773 0 $t Dissertation Abstracts International $g 79-08B(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10799359 $z click for full text (PQDT)