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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
Is It Worthy to Take Account of the "Guessing" in the Performance of the Raven Test? Calling for the Principle of Parsimony for Test Validation
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Lúcio, Patrícia Silva; Vandekerckhove, Joachim; Polanczyk, Guilherme V.; Cogo-Moreira, Hugo – Journal of Psychoeducational Assessment, 2021
The present study compares the fit of two- and three-parameter logistic (2PL and 3PL) models of item response theory in the performance of preschool children on the Raven's Colored Progressive Matrices. The test of Raven is widely used for evaluating nonverbal intelligence of factor g. Studies comparing models with real data are scarce on the…
Descriptors: Guessing (Tests), Item Response Theory, Test Validity, Preschool Children