Date of Award

January 2017

Degree Type

Open Access Thesis

Document Type

Master Thesis

Degree Name

Master of Arts (MA)


Special Education

First Advisor

Kellie C. Ellis

Department Affiliation

Special Education

Second Advisor

Susan Mahanna-Boden

Department Affiliation

Special Education

Third Advisor

Michelle A. Gremp

Department Affiliation

Special Education


A group of 16 typically developing children were selected to participate in a study determining if there is a statistically significant relationship among visual processing, inferential language, and phonemic awareness ability. All participants attended Model Laboratory school, passed a visual and hearing screening, spoke English as the primary language in their household, possessed no history of disorder or disability as evidenced by passing a developmental screener, and ranged in age from 5;4 to 6;4. The study's 16 participants were administered three assessments split between two testing sessions, taking an average of 40 minutes each. Results indicated a quadratic effect existed between an authentic assessment of visual processing (i.e., visual closure) and the Comprehensive Test of Phonological Processing ‒ Second Edition [CTOPP-2] (Wagner, Torgesen, Rashotte, & Pearson, 2013) sound matching subtest scaled scores. A linear relationship existed between an authentic assessment of visual processing (i.e., visual constancy∕visual discrimination) and the Preschool Language Assessment Instrument ‒ Second Edition [PLAI-2] (Blank, Rose, & Berlin, 2003) reasoning subtest scaled scores. Results revealed a correlational relationship between one's performance on visual closure tasks and phonemic awareness tasks and one's performance on visual constancy∕visual discrimination tasks and inferential language tasks.