Author ORCID Identifier
https://orcid.org/0000-0003-1622-2217
Date of Award
12-14-2021
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Robin D. Morris, PhD
Abstract
This study investigated the extent to which the presence of EF impairments in children with reading disabilities (RD) influenced their responsiveness to reading intervention. We were interested in whether behavioral or cognitive measurements of EF are stronger predictors of intervention response in RD, and whether each type of measurement adds unique predictive variance. In those with RD, we also investigated whether behavioral and/or cognitive measurements of EF predicted intervention responsiveness above and beyond previously studied predictors, such as language and language-related skills. Given the high comorbidity of RD and attention deficit hyperactivity disorder (ADHD), we also assessed the extent to which executive functioning impairments predicted intervention responsiveness in a subgroup of individuals diagnosed with both disorders. In those with RD + ADHD, we investigated whether or not EF impairments predicted intervention responsiveness above and beyond phonological skills and other ADHD symptoms.
DOI
https://doi.org/10.57709/26822689
Recommended Citation
Ossowski, Alexandra, "The Influence of Executive Functioning Impairment and ADHD Symptoms on Response to Reading Skill Intervention." Thesis, Georgia State University, 2021.
doi: https://doi.org/10.57709/26822689
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