Browsing by Author "Gerst, Elyssa Hope"
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Item Cognitive and Behavioral Rating Measures of Executive Function as Predictors of Academic Outcomes in Children(2014-12) Gerst, Elyssa Hope; Cirino, Paul T.; Fletcher, Jack M.; Yoshida, HanakoThe present study aimed to compare the interrelations of cognitive (or performance-based) versus behavioral rating measures four specific domains of Executive Function (EF), and to relate these to academic outcomes in children. The goal of this study was to examine the relation between cognitive and behavioral rating measures of EF on a 1:1 basis, within a constricted age range in typically developing children. Ninety-six 4th and 5th grade students were assessed with cognitive and behavioral rating measures (teacher reports) within four EF domains (working memory, planning, inhibition and shift). Relations between both measurement types within each EF domain were modest (range r = |.19 to .25|), and their relation to measures of reading comprehension and math performance were moderate (range r = |.29 to .55|). All regression models within each EF domain (working memory, planning, inhibition, and shift) were significant (p < .05) with and without the inclusion of relevant covariates (phonological decoding, education program, and/or age). Final models with all relevant covariates and EF measures were significant (p < .05) in the prediction of reading comprehension and math, with working memory particularly important for reading comprehension and inhibition particularly important for math. Cognitive measures and behavioral ratings of EF were only modestly related to each other, though each was contributory to the prediction of both reading comprehension and math.Item Processing Speed in Children: Examination of the Structure in Middle Childhood and its Impact on Reading(2017-05) Gerst, Elyssa Hope; Cirino, Paul T.; Gibbs, M. Cullen; Miciak, Jeremy; Woods, Steven P.; Yoshida, HanakoThe primary aim of this study was to examine the structure of processing speed (PS) in middle childhood by comparing five theoretically driven models of PS. The models consisted of two conceptual models (a unitary model, a complexity model) and three methodological models (a stimulus material model, an output modality model, and a timing modality model). A second aim was to evaluate the utility of these models for key reading skills (single word reading, fluency, and comprehension) relevant to this age group. Participants consisted of 844 children enrolled in urban public elementary schools. Average participant age was 9.92 (SD = 0.89) and students were enrolled in 3rd (n = 186), 4th (n = 482) and 5th (n = 176) grade. Sixteen variables from 12 tasks differing in their demand characteristics captured PS. Confirmatory factor analyses and regression equations evaluated hypotheses. A two-factor Timing model (Latency and Efficiency) was the strongest fit to the data and similarly structured two-factor Complexity model (Simple and Complex) was also a good fit to the data. Both models were examined as predictors of reading skills. Only the Efficiency/Complex factors were predictive of each key reading skill when considered alone and with relevant language and demographic variables, with the exception of single word reading, where both PS latent factors were predictive in the context of covariates. The structure of PS in middle childhood was found to form a two-factor structure, and separation was apparent between a simpler and more complex level of timed processing. Additionally, PS appears to be contributory to the prediction of word single word reading, reading fluency, and reading comprehension in the context of highly relevant predictors.