Date of Award
Fall 11-28-2012
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Dr. Rose A. Sevcik
Second Advisor
Dr. MaryAnn Romski
Third Advisor
Dr. Robin Morris
Abstract
Deficiencies in mathematics skill constrain students’ educational achievement and subsequently, their employment outcomes. This study included 265 school-identified students with mild intellectual disabilities. The research questions investigated the extent to which phonological awareness, color naming speed, and vocabulary knowledge, was related to mathematics skill after controlling for grade level via regression analyses. Further, the mediating effects of expressive vocabulary on the relationship between receptive vocabulary and mathematics skill as well as the indirect effect of receptive vocabulary knowledge on mathematics skill through expressive vocabulary were examined. The findings indicated that after controlling for grade level, phonological awareness, naming speed, and vocabulary knowledge were significantly related to mathematics skill. The mediating effects of expressive vocabulary as well as the indirect effects of receptive vocabulary knowledge on mathematics skill were also significant.
DOI
https://doi.org/10.57709/2374157
Recommended Citation
Foster, Matthew E., "Indicators of Mathematics Skill Acquisition in Children with Mild Intellectual Disability: Phonological Awareness, Naming Speed, and Vocabulary Knowledge." Thesis, Georgia State University, 2012.
doi: https://doi.org/10.57709/2374157