Date of Award

1-11-2011

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Educational and School Psychology

First Advisor

Gurmal Rattan, Ph.D.

Second Advisor

William F. Barker, Ph.D.

Third Advisor

Becky Knickelbein, Ph.D.

Fourth Advisor

Betsy B. Waterman, Ph.D.

Abstract

This meta-analysis is a review of how curriculum based measurement (CBM), short-term memory, and processing speed, relate to both basic reading skills and reading comprehension. This was developed due to the debate in the field of school psychology on the utility of using cognitive measures as important and relevant variables in the identification of learning disabilities. The goal of this study was to determine the strength of association of these variables to reading abilities and to determine if the strength of association between curriculum based measurement differed significantly from short-term memory and processing speed when compared to reading. In order for studies to be included, they must have met several criteria, including: Publication on or after 1990, participants must have been between the ages of 4 and 14, outcome measures must have been one of the Woodcock reading or tests of achievement, and reliabilities of measures must have exceeded .70. Each predictor variable was compared to both basic reading skills and reading comprehension to determine strength of association (effect size). Finally, the short-term memory and processing speed variables were combined to create a “cognitive processing” moderator variable to compare strengths of association between CBM and cognitive processing when predicting reading. The results indicated large effect sizes ranging from .618-.636 for CBM when predicting basic reading and reading comprehension. Moderate effect sizes ranging from .387-.433 were obtained when comparing short-term memory and processing speed to both basic reading and reading comprehension. CBM showed a significantly (p

Share

COinS