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Direct linkMatsuki, Kazunaga; Kuperman, Victor; Van Dyke, Julie A. – Scientific Studies of Reading, 2016
Studies investigating individual differences in reading ability often involve data sets containing a large number of collinear predictors and a small number of observations. In this article, we discuss the method of Random Forests and demonstrate its suitability for addressing the statistical concerns raised by such data sets. The method is…
Descriptors: Reading Ability, Statistical Analysis, Research Methodology, Inferences
Janzen, Troy M.; Saklofske, Donald H.; Das, J. P. – Canadian Journal of School Psychology, 2013
Two Canadian First Nations samples of Grades 3 and 4 children were assessed for cognitive processing, word reading, and phonological awareness skills. Both groups were from Plains Cree rural reservations in different provinces. The two groups showed significant differences on several key cognitive variables although there were more similarities…
Descriptors: Canada Natives, Indigenous Populations, Cognitive Processes, Reading Skills
Jorm, A. F. – CORE: Collected Original Resources in Education, 1978
Separate experiments investigated parietal lobe malfunction; developmental v acquired dyslexia; whole-word, syllabic, and alphabetical reading ability; phonological recoding; and spelling. Reading processes and memory of normal and aphasic children were compared. (CP)
Descriptors: Aphasia, Cognitive Ability, Decoding (Reading), Dyslexia
