Date of Award
Summer 5-2-2012
Degree Type
Thesis
Degree Name
Master of Arts (MA)
Department
Psychology
First Advisor
Rose Sevcik
Second Advisor
Robin Morris
Third Advisor
MaryAnn Romski
Abstract
It has been assumed that mathematics testing indicates the development of mathematics concepts, but the linguistic demands of assessment have not been evaluated, especially for children with mild intellectual disabilities. 244 children (grades 2 – 5) were recruited from a larger reading intervention study. Using a multilevel longitudinal SEM model, baseline and post-intervention time points were examined for the contribution of item linguistic complexity, child language skills, and their potential interaction in predicting item level mathematics assessment performance. Item linguistic complexity was an important, stable, and negative predictor of mathematics achievement with children’s language skills significantly and positively predicting mathematics achievement. The interaction between item linguistic complexity and language skills was significant though not stable across time. Following intervention, children with higher language skills performed better on linguistically complex mathematics items. Mathematics achievement may be related to an interaction between children’s language skills and the linguistic demands of the tests themselves.
DOI
https://doi.org/10.57709/3097455
Recommended Citation
Rhodes, Katherine T., "Language Profile and Performances on Math Assessments for Children with Mild Intellectual Disabilities." Thesis, Georgia State University, 2012.
doi: https://doi.org/10.57709/3097455