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| Academic Achievement | 1 |
| Conceptual Tempo | 1 |
| Elementary Education | 1 |
| Learning Disabilities | 1 |
| Predictive Measurement | 1 |
| Reaction Time | 1 |
| Reading Difficulties | 1 |
| Student Reaction | 1 |
| Test Validity | 1 |
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| Journal of Learning… | 1 |
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| Journal Articles | 1 |
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| Matching Familiar Figures Test | 1 |
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Peer reviewedHarrison, Kelley A.; Romanczyk, Raymond G. – Journal of Learning Disabilities, 1991
Twenty-two elementary-aged children with reading difficulties were administered multiple assessments, including the Matching Familiar Figures Test (MFFT), Simple Reaction Time, and Complex Reaction Time. Results did not support a relationship between impulsivity, as measured by the MFFT, and academic progress in a classroom setting. (Author/JDD)
Descriptors: Academic Achievement, Conceptual Tempo, Elementary Education, Learning Disabilities
