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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