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- PSYCHOSOCIAL FACTORS RELATED TO READING FLUENCY DURING THE TRANSITION FROM ORAL TO SILENT READING
- Dreher, Taylor
- 2014, 2014-05
The present study investigated how reading fluency is related to social desirability and academic self-concept during a critical period in...
Show moreThe present study investigated how reading fluency is related to social desirability and academic self-concept during a critical period in reading development for children. It was predicted that social desirability would be a better predictor of oral reading fluency, while academic self-concept would be a better predictor of silent reading fluency. Participants were sixty third-grade students from Catholic schools in a large metropolitan area. All children completed measures of oral reading fluency, silent reading fluency, academic self-concept, and social desirability. Multiple regression and dominance analysis supported the hypothesized relationships. Social desirability had a significant negative relationship with oral reading fluency, while academic self-concept was unrelated to oral reading fluency. In addition, academic self-concept had a significant positive relationship with silent reading fluency, while social desirability had a smaller, but still significant, negative relationship with silent reading fluency. The present findings suggest that psychosocial factors like social desirability and academic self-concept may help identify children who are at risk for reading underachievement. Future research should use a longitudinal design to examine if measuring social desirability and academic self-concept in third grade can predict important outcomes, such as reading fluency in fourth grade or beyond.
M.S. in Psychology, May 2014
- Language, Negative Affect, and Aggression in Children with Autism Spectrum Disorder
- Dreher, Taylor
The goal of the present study was to use ecological momentary assessment to examine factors that predict aggression in children with Autism...
Show moreThe goal of the present study was to use ecological momentary assessment to examine factors that predict aggression in children with Autism Spectrum Disorder (ASD). In particular, this study sought to investigate the situation-level and person-level factors that predict the severity of children’s aggressive episodes. At the situation-level, we predicted that children would show more severe aggression after experiencing a negative affective state. At the person-level, we hypothesized that children with better grammatical and pragmatic language abilities would demonstrate less severe aggressive behavior. In addition, we predicted that language abilities would moderate the association between negative affect and aggression. We were unable to test these hypotheses due to a floor effect in the outcome variable. Thus, we conducted a series of analyses to examine how variables of interest were associated with the presence of aggressive behavior. We found an association between negative affect and aggression, such that children who experienced higher levels of negative affect were more likely to engage in aggressive behavior. However, there was not a significant relationship between language abilities and the presence of aggression. In addition, there was no evidence for a moderation effect. Future studies should examine other variables that may moderate or mediate the association between negative affect and aggression in children with ASD.