Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences

Autor/inn/en	Peterson, Robin L.; Boada, Richard; McGrath, Lauren M.; Willcutt, Erik G.; Olson, Richard K.; Pennington, Bruce F.
Titel	Cognitive Prediction of Reading, Math, and Attention: Shared and Unique Influences
Quelle	In: Journal of Learning Disabilities, 50 (2017) 4, S.408-421 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219415618500
Schlagwörter	Twins; Children; Adolescents; Predictor Variables; Cognitive Processes; Reading Skills; Mathematics Skills; Attention; Learning Disabilities; Attention Deficit Hyperactivity Disorder; Executive Function; Short Term Memory; Inhibition; Intelligence Tests; Achievement Tests; Hypothesis Testing; Structural Equation Models; Correlation; Statistical Analysis; Wechsler Intelligence Scale for Children; Peabody Individual Achievement Test; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Twin; Zwilling; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Prädiktor; Cognitive process; Kognitiver Prozess; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Aufmerksamkeit; Learning handicap; Lernbehinderung; Kurzzeitgedächtnis; Hemmung; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Hypothesenprüfung; Hypothesentest; Korrelation; Statistische Analyse
Abstract	The current study tested a multiple-cognitive predictor model of word reading, math ability, and attention in a community-based sample of twins ages 8 to 16 years (N = 636). The objective was to identify cognitive predictors unique to each skill domain as well as cognitive predictors shared among skills that could help explain their overlap and thus help illuminate the basis for comorbidity of related disorders (reading disability, math disability, and attention deficit hyperactivity disorder). Results indicated that processing speed contributes to the overlap between reading and attention as well as math and attention, whereas verbal comprehension contributes to the overlap between reading and math. There was no evidence that executive functioning skills help account for covariation among these skill domains. Instead, specific executive functions differentially related to certain outcomes (i.e., working memory to math and inhibition to attention). We explored whether the model varied in younger versus older children and found only minor differences. Results are interpreted within the context of the multiple deficit framework for neurodevelopmental disorders. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01