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Last Night's Sleep in Relation to Academic Achievement and Neurocognitive Testing Performance in Adolescents with and without ADHD

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Cusick, Caroline N.; Isaacson, Paul A.; Langberg, Joshua M.; Becker, Stephen P. – Grantee Submission, 2018

Objectives/Background: Objectives were to (1) examine previous night's sleep in relation to next day performance on standardized academic achievement and neurocognitive assessments in adolescents, and (2) explore whether previous night's sleep is differentially associated with testing performance for adolescents with and without…

Descriptors: Sleep, Academic Achievement, Standardized Tests, Cognitive Tests

Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence

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Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017

Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…

Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis

Differential Ability Scales-II Prediction of Reading Performance: Global Scores Are Not Enough

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Elliott, Colin D.; Hale, James B.; Fiorello, Catherine A.; Dorvil, Cledicianne; Moldovan, Jaime – Psychology in the Schools, 2010

This study investigated the effects of broad cognitive abilities derived from the Cattell-Horn-Carroll (CHC) taxonomy, together with the effect of the general factor ("g"), on Wechsler Individual Achievement Test, Second Edition (WIAT-II) reading achievement. Structural equation modeling (SEM) and commonality analyses were applied to the…

Descriptors: Cognitive Ability, Reading Achievement, Structural Equation Models, Cognitive Tests