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An investigation into the relationships between reading rate, processing speed, and extended time.
Descriptive
TitleInfo
Title
An investigation into the relationships between reading rate, processing speed, and extended time.
Name
(type = personal)
NamePart
(type = family)
Aceti
NamePart
(type = given)
Bianca
NamePart
(type = date)
1985
DisplayForm
Aceti, Bianca, 1985-
Role
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(type = text)
author
Name
(type = personal)
NamePart
(type = family)
Kettler
NamePart
(type = given)
Ryan
DisplayForm
Ryan Kettler
Affiliation
Advisory Committee
Role
RoleTerm
(authority = RULIB)
chair
Name
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NamePart
Rutgers University
Role
RoleTerm
(authority = RULIB)
degree grantor
Name
(type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
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school
TypeOfResource
Text
Genre
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theses
OriginInfo
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2020
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2020-08
Language
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(type = text)
English
Abstract
Through ESSA (2015) and IDEIA (2004), all students must participate in statewide assessments and students with disabilities are entitled to receive reasonable adaptations and accommodations in order to ensure that the assessments accurately measure their achievement within the designated academic areas. Research indicates that the provision of an accommodation should be based upon a student’s individual needs; however, studies within this area frequently compare the effects of an accommodation on the performance of students with a disability and students without a disability. Currently, extended time is the most frequently requested and provided accommodation for state assessments across disabilities. This study sought to determine whether there is a relationship between reading rate and the boost from extended time on reading, a relationship between cognitive processing speed and the boost from extended time on reading, and a relationship between reading rate and cognitive processing speed. The Nelson-Denny Reading Test (NDRT) Forms I and J and the Woodcock-Johnson Tests of Cognitive Abilities, 4th Edition (WJ-IV COG) were used to assess 21 students attending a suburban high school in New Jersey. Results indicated there is a relationship between cognitive processing speed and boost from extended time on the Vocabulary subtest (r = -.38) and a relationship between reading rate and performance on the Letter-Pattern Matching test (r = .37). Results indicated there is not a relationship between reading rate or overall cognitive processing speed and boost from extended time on comprehension or general reading ability and there is not a relationship between reading rate and overall cognitive processing speed. Further investigation is needed to determine whether extended time provides a differential boost for students based upon reading fluency or cognitive processing speed.
Subject
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Topic
School Psychology
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier
(type = RULIB)
ETD
Identifier
ETD_11066
PhysicalDescription
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application/pdf
InternetMediaType
text/xml
Extent
1 online resource (vi, 60 pages)
Note
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Psy.D.
Note
(type = bibliography)
Includes bibliographical references
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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NjNbRU
Identifier
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doi:10.7282/t3-n09n-rx58
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Aceti
GivenName
Bianca
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime
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2020-07-30 17:47:05
AssociatedEntity
Name
Bianca Aceti
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical
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ETD
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windows xp
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2020-07-30T17:43:19
DateCreated
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2020-07-30T17:43:19
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