Date of Award

January 2017

Degree Type

Open Access Thesis

Degree Name

Master of Arts (MA)

Department

Special Education

First Advisor

Kellie C. Ellis

Second Advisor

Susan Mahanna-Boden

Third Advisor

Michelle A. Gremp

Abstract

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.

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