Executive Function Skill Deficits in Children with Dyslexia

dc.contributor.advisor Holt, Aimee en_US
dc.contributor.author Spicer, Melanie Paige en_US
dc.contributor.committeemember Marshall, Seth en_US
dc.contributor.committeemember Herman, James en_US
dc.contributor.department Psychology en_US
dc.date.accessioned 2015-06-12T19:07:41Z
dc.date.available 2015-06-12T19:07:41Z
dc.date.issued 2015-04-08 en_US
dc.description.abstract Parents' perceptions of executive functioning skills among their children identified as having dyslexia were compared to the norm sample mean on the BRIEF. In the current study, the mean for the Global Executive Composite was statistically higher than the mean for the norm sample that served as the control group. The mean for the Behavior Rating Index also was statistically higher than the norm group mean. Both the Inhibition and Shift scales on that index were statistically higher as well. The mean for the Metacognitive Index was more than 1 SD above the control group mean, Statistically significant higher scores were found on all five scales related to Metacognitive Index. Further, the Working Memory scale on that index was found to be in the clinically significant range. en_US
dc.description.degree M.A. en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/4480
dc.publisher Middle Tennessee State University en_US
dc.subject.umi Psychology en_US
dc.thesis.degreegrantor Middle Tennessee State University en_US
dc.thesis.degreelevel Masters en_US
dc.title Executive Function Skill Deficits in Children with Dyslexia en_US
dc.type Thesis en_US
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