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Phonological Skills and Executive Functions: Their Effects on Reading and Arithmetic Abilities across Varied Performance Levels Using Quantile Regression
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Gabriella Koltermann; Juliana Burges Sbicigo; Giulia Moreira Paiva; Melina Lima; Mariuche Rodrigues de Almeida Gomides; Guilherme Maia de Oliveira Wood; Júlia Beatriz Lopes Silva; Vitor Geraldi Haase; Jerusa Fumagalli de Salles – Australian Journal of Learning Difficulties, 2024
We aimed to investigate the effects of phonological awareness -- PA, rapid automatised naming -- RAN, visuospatial and verbal working memory -- WM and executive functions -- EF on the reading and arithmetic skills of children with low- to medium-performance levels. Participants were 472 Brazilian children from 3rd to 5th grades. Quantile…
Descriptors: Phonological Awareness, Reading Skills, Executive Function, Reading Ability
Understanding Inadequate Response to First-Grade Multi-Tier Intervention: Nomothetic and Ideographic Perspectives
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Greulich, Luana; Al Otaiba, Stephanie; Schatschneider, Christopher; Wanzek, Jeanne; Ortiz, Miriam; Wagner, Richard K. – Learning Disability Quarterly, 2014
The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier response to intervention (RTI) model that allowed first-grade students to move up and down tiers. Participants were 156 students who received supplemental intervention services during a larger multi-tier RTI study involving…
Descriptors: Response to Intervention, Elementary School Students, Mixed Methods Research, Regression (Statistics)