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Direct linkCormier, Damien C.; Wang, Kun; Kennedy, Kathleen E. – Canadian Journal of School Psychology, 2016
As the diversity of the school-age population in Canada continues to increase, it is important for school psychologists to consider the potential influence of culture and language when assessing the cognitive abilities of students from culturally and linguistically diverse backgrounds. The purpose of this study is to examine the linguistic demand…
Descriptors: Foreign Countries, Children, Intelligence Tests, Testing
Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D. – Journal of Learning Disabilities, 2018
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…
Descriptors: Regression (Statistics), Short Term Memory, Predictor Variables, Reading Achievement
Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…
Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis
