The purpose of the present study was to examine the cognitive predictors of calculations and number line estimation with whole numbers and fractions. At-risk 4th-grade students (N = 139) were assessed on 7 domain-general abilities (i.e., working memory, processing speed, concept formation, language, attentive behavior, and nonverbal reasoning) and 1 incoming calculation skill at the beginning for 4th grade. Then, they were assessed on whole-number and fraction calculation and number line estimation outcome measures at the end of 4th grade. Structural equation modeling and path analysis were conducted to identify unique cognitive correlates that predicted each outcome measure. Results indicated that processing speed, attentive behavior, and incoming calculation skills were the significant predictors of whole-number calculations whereas language, in addition to processing speed and attentive behavior, significantly predicted fraction calculations. In contrast, nonverbal reasoning significantly predicted both whole-number and fraction number line estimation with numerical working memory uniquely predicting whole-number number line estimation and language uniquely predicting fraction number line estimation.
| Identifer | oai:union.ndltd.org:VANDERBILT/oai:VANDERBILTETD:etd-05282014-125537 |
| Date | 09 June 2014 |
| Creators | Namkung, Min |
| Contributors | Kim Paulsen, Bethany Rittle-Johnson, Don Compton, Lynn Fuchs, Doug Fuchs |
| Publisher | VANDERBILT |
| Source Sets | Vanderbilt University Theses |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.library.vanderbilt.edu/available/etd-05282014-125537/ |
| Rights | restricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to Vanderbilt University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
Page generated in 0.2061 seconds