test Browse by Author Names Browse by Titles of Works Browse by Subjects of Works Browse by Issue Dates of Works

Advanced Search
& Collections
Issue Date   
Sign on to:   
Receive email
My Account
authorized users
Edit Profile   
About T-Space   

T-Space at The University of Toronto Libraries >
School of Graduate Studies - Theses >
Master >

Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/18088

Title: Inattention and Written Expression Difficulties in Children with Normal and Poor Word-reading Skills
Authors: Zapparoli, Erika
Advisor: Martinussen, Rhonda
Tannock, Rosemary
Department: Human Development and Applied Psychology
Keywords: Inattention
Written expression
Issue Date: 11-Dec-2009
Abstract: This study examined written expression skills in children with attention problems with and without word reading difficulties. The sample consisted of 28 children with attention problems (AP) only, 18 children with coexisting attention and reading problems (ARP), and 34 children without attention or word reading difficulties (TYP). Curriculum-based measurement (CBM) indices of accuracy and fluency, plus teacher ratings of handwriting, spelling, and overall writing skills were used to assess children’s written expression skills. The analyses indicated that the AP and ARP groups received significantly lower scores on all measures of written expression than the TYP group. The ARP group scored significantly lower than the AP group on the teacher ratings of writing and spelling. These findings suggest that inattention is significantly related to written expression difficulties independent of word-reading skills.
URI: http://hdl.handle.net/1807/18088
Appears in Collections:Master
Department of Human Development and Applied Psychology - Master theses

Files in This Item:

File Description SizeFormat
Zapparoli_E_200911_MA_Thesis.pdf758.43 kBAdobe PDF

This item is licensed under a Creative Commons License
Creative Commons

Items in T-Space are protected by copyright, with all rights reserved, unless otherwise indicated.