ATTENDING, OBTAINING TASK-RELEVANT INFORMATION, AND PRE-READING ABILITY IN PRESCHOOL CHILDREN.

Persistent Link:
http://hdl.handle.net/10150/187960
Title:
ATTENDING, OBTAINING TASK-RELEVANT INFORMATION, AND PRE-READING ABILITY IN PRESCHOOL CHILDREN.
Author:
MOTT, STACEY ELIZABETH MCLINDEN.
Issue Date:
1985
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The causal effects of the skills of attending and obtaining task-relevant information on the pre-reading ability of one hundred and twenty-three preschool-age Head Start children were studied. Attending and obtaining task-relevant information (OTRI) were conceptualized as latent variables. Performance on a path-referenced test entitled Social Skills in the Classroom (SSITC) provided data which were observable indicators of these latent variables. Pre-reading ability was also conceptualized as a latent variable, with performance on another path-referenced test, the Reading Dimension, providing the observable indicators of this variable. Convariance structure analysis procedures were utilized to (1) link the observable indicators to their respective latent variable, through a confirmatory factor analysis model, and (2) to examine the causal effects of the latent variables on each other. A model representing the hypotheses that age, attending, and OTRI would be causally related to reading ability, that age would be causally related to attending and OTRI, and that no reciprocal relationships between these latent variables would be found was tested. This model provided a good overall fit with the data. T-values obtained under this model, however, suggested that the causal relationship between OTRI and reading ability was not significant. A second model in which this relationship was assumed to be zero was then tested and was found to provide a good overall fit with the data. A difference of chi-square test suggested that this was the preferred model. This model supported the original hypotheses that age and attending were causally related to pre-reading ability, and that age was causally related to attending and obtaining task-relevant information. The significance of the causal relationship between attending and pre-reading ability is discussed in terms of its implications for future research into the effectiveness of instruction in skills similar to those investigated in the present study.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Preschool.; Children -- Research.; Education -- Study and teaching (Preschool); Education.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Bergan, John R.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleATTENDING, OBTAINING TASK-RELEVANT INFORMATION, AND PRE-READING ABILITY IN PRESCHOOL CHILDREN.en_US
dc.creatorMOTT, STACEY ELIZABETH MCLINDEN.en_US
dc.contributor.authorMOTT, STACEY ELIZABETH MCLINDEN.en_US
dc.date.issued1985en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe causal effects of the skills of attending and obtaining task-relevant information on the pre-reading ability of one hundred and twenty-three preschool-age Head Start children were studied. Attending and obtaining task-relevant information (OTRI) were conceptualized as latent variables. Performance on a path-referenced test entitled Social Skills in the Classroom (SSITC) provided data which were observable indicators of these latent variables. Pre-reading ability was also conceptualized as a latent variable, with performance on another path-referenced test, the Reading Dimension, providing the observable indicators of this variable. Convariance structure analysis procedures were utilized to (1) link the observable indicators to their respective latent variable, through a confirmatory factor analysis model, and (2) to examine the causal effects of the latent variables on each other. A model representing the hypotheses that age, attending, and OTRI would be causally related to reading ability, that age would be causally related to attending and OTRI, and that no reciprocal relationships between these latent variables would be found was tested. This model provided a good overall fit with the data. T-values obtained under this model, however, suggested that the causal relationship between OTRI and reading ability was not significant. A second model in which this relationship was assumed to be zero was then tested and was found to provide a good overall fit with the data. A difference of chi-square test suggested that this was the preferred model. This model supported the original hypotheses that age and attending were causally related to pre-reading ability, and that age was causally related to attending and obtaining task-relevant information. The significance of the causal relationship between attending and pre-reading ability is discussed in terms of its implications for future research into the effectiveness of instruction in skills similar to those investigated in the present study.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Preschool.en_US
dc.subjectChildren -- Research.en_US
dc.subjectEducation -- Study and teaching (Preschool)en_US
dc.subjectEducation.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBergan, John R.en_US
dc.contributor.committeememberMiller, Anne J.en_US
dc.contributor.committeememberNicholson, Glen I.en_US
dc.contributor.committeememberHenderson, Ronald W.en_US
dc.contributor.committeememberRosser, Rosemary A.en_US
dc.identifier.proquest8514918en_US
dc.identifier.oclc696342066en_US
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