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001 on1144494977;

003 OCoLC;

005 20200415033627.0;

006 m o d ;

007 cr unu||||||||;

008 200313s2019 ncua obm 000 0 eng d;

035 a| (Sirsi) o1144494977;

035 a| (OCoLC)1144494977;

049 a| EREE;

090 a| LB1573.7;

100 1 a| Gonzales, Christine,e| author.?| UNAUTHORIZED;

245 13 a| An examination of student trajectories related to reading and attention skills across elementary grades /c| by Christine Gonzales.;

264 1 a| [Greenville, N.C.] :b| [East Carolina University],c| 2019.;

300 a| 65 pages :b| illustrations;

336 a| textb| txt2| rdacontent;

337 a| computerb| c2| rdamedia;

338 a| online resourceb| cr2| rdacarrier;

347 a| text fileb| PDFc| 1.242 MB2| rda;

538 a| System requirements: Adobe Reader.;

538 a| Mode of access: World Wide Web.;

502 b| M.A.c| East Carolina Universityd| 2019.;

500 a| Presented to the faculty of the Department of Psychology;

500 a| Advisor: Christy M. Walcott;

500 a| Title from PDF t.p. (viewed April 3, 2020).;

520 3 a| Research on reading is widespread given its predictive nature for adult outcomes pertaining to success, such as high school graduation, college entrance, health literacy, employment status and wages earned. Research focusing on attention and attention-problems is also widespread, as attention has been found to be an integral part of the learning process. Previous research demonstrates that problems in reading and attention, individually, are associated with negative outcomes, and the prognosis for children who possess deficits in both areas is significantly worse. Furthermore, the relationship between reading and attention problems may be bi-directional in nature. However, there have been many limitations to previous studies and no study, as of yet, has examined the unique growth trajectories regarding both attention and reading performance of students throughout elementary school. Data for this study were drawn from the Early Childhood Longitudinal Study (ECLS-K) and focused on 16,970 students who had complete data for reading and attention variables at 1st, 3rd, and 5th grade. The findings indicate five growth trajectories with respect to reading and attention skills over the course of elementary school. These results remained consistent even after controlling for students' gender and SES quintile in 1st grade. Specifics regarding each of the five trajectories as well as implications for research and practice are discussed.;

504 a| Includes bibliographical references.;

650 0 a| Reading comprehensionx| Ability testing.=| ^A311710;

650 0 a| School children.=| ^A92709;

650 0 a| Reading (Elementary)=| ^A398535;

653 a| Attention;

653 a| Growth Mixture Modeling;

700 1 a| Walcott, Christy M.,e| degree supervisor.?| UNAUTHORIZED;

710 2 a| East Carolina University.b| Department of Psychology.?| UNAUTHORIZED;

856 40 z| Access via ScholarShipu| http://hdl.handle.net/10342/7633;

949 o| wjh;

994 a| C0b| ERE;

596 a| 1 4;

998 a| 5266590;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5266590-1001l| JNETm| JOYNERr| Ys| Yt| JNE3ETDu| 3/13/2020x| ETDz| JERESOURCE;

999 a| CLICK ON WEB ADDRESSw| ASISc| 1i| 5266590-2001l| HSLELECm| HSLr| Ys| Yt| HEETDu| 3/13/2020x| ETDz| HERESOURCE;

An examination of student trajectories related to reading and attention skills across elementary grades / by Christine Gonzales.

Author/creator	Gonzales, Christine author.
Other author	Walcott, Christy M., degree supervisor.
Other author	East Carolina University. Department of Psychology.
Format	Theses and dissertations
Publication	[Greenville, N.C.] : [East Carolina University], 2019.
Description	65 pages : illustrations
Supplemental Content	Access via ScholarShip
Subjects	Reading comprehension--Ability testing. School children. Reading (Elementary)

Summary	Research on reading is widespread given its predictive nature for adult outcomes pertaining to success, such as high school graduation, college entrance, health literacy, employment status and wages earned. Research focusing on attention and attention-problems is also widespread, as attention has been found to be an integral part of the learning process. Previous research demonstrates that problems in reading and attention, individually, are associated with negative outcomes, and the prognosis for children who possess deficits in both areas is significantly worse. Furthermore, the relationship between reading and attention problems may be bi-directional in nature. However, there have been many limitations to previous studies and no study, as of yet, has examined the unique growth trajectories regarding both attention and reading performance of students throughout elementary school. Data for this study were drawn from the Early Childhood Longitudinal Study (ECLS-K) and focused on 16,970 students who had complete data for reading and attention variables at 1st, 3rd, and 5th grade. The findings indicate five growth trajectories with respect to reading and attention skills over the course of elementary school. These results remained consistent even after controlling for students' gender and SES quintile in 1st grade. Specifics regarding each of the five trajectories as well as implications for research and practice are discussed.
General note	Presented to the faculty of the Department of Psychology
General note	Advisor: Christy M. Walcott
General note	Title from PDF t.p. (viewed April 3, 2020).
Dissertation note	M.A. East Carolina University 2019.
Bibliography note	Includes bibliographical references.
Technical details	System requirements: Adobe Reader.
Technical details	Mode of access: World Wide Web.

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An examination of student trajectories related to reading and attention skills across elementary grades / by Christine Gonzales.

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