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The purposes of the present investigation were to study the relationship between reading impairment and socioemotional functioning and to consider the predictive validity of neuropsychological tests of linguistic functioning for socioemotional subtype. The subjects consisted of 274 clinic-referred children. One group was defined as reading-impaired (on the basis of WRAT scores for Reading and Spelling), and the remaining children served as controls. Children in the reading-impaired group were found to comprise a significant proportion of the Normal socioemotional subtype, while no group differences were noted for the six subtypes identified. Neuropsychological linguistic measures of pure language functioning were found to be the best predictors of psychosocial subtype, and all linguistic tests were adequate predictors of group membership. For young children, reading impairment is not necessarily associated with psychosocial dysfunction, and higher reading and spelling scores were more likely to be linked to more severe forms of psychopathology. (Abstract shortened by UMI.)Dept. of Psychology. Paper copy at Leddy Library: Theses & Major Papers - Basement, West Bldg. / Call Number: Thesis1991 .W388. Source: Masters Abstracts International, Volume: 31-01, page: 0440. Thesis (M.A.)--University of Windsor (Canada), 1991.
Wass, Maureen E., "Neuropsychological predictors of socioemotional disturbance in young reading-impaired children." (1991). Electronic Theses and Dissertations. 2831.