Document Type

Dissertation

Degree

Doctor of Education

Major

Adult & Higher Education

Date of Defense

5-15-2015

Graduate Advisor

Kopetz,Patricia Bowersox

Committee

Michael Bahr, Ph.D.

Garzia, Ralph

Ding, Cody

Regester, April

Abstract

The purpose of this study was to determine the responses to three research questions. Is there an inverse relationship between PSI and CMT? Is a score on PSI associated with a child’s performance on math fluency and math calculation? Is CMT associated with PSI on math fluency and math calculation? Academic performance in math was measured by tests of math fluency and calculation. The study investigated the likelihood that a child with a slow PSI will have a high coherent motion threshold (CMT). The diagnostic status groups were comprised of 33 children from 2nd to 8th grades. The children were divided into three groups. One group of children with a learning disability in math only, one group of children with a learning disability in reading and in math, and one group of typically developing children. The group of typically developing subjects served as the control group, and the remaining two groups served as the experimental groups. A correlational research model was used to determine if a relationship exists between Coherent Motion and PSI. A linear regression analysis was conducted to test the correlation between CMT and PSI to gather data relative to the first research question. An Analysis of Variance (ANOVA) was conducted to further test Hypothesis One. Results indicated that there is a moderate negative relationship that exists between PSI and CMT. It was further hypothesized that PSI is associated with a child’s score on math fluency and math calculation, and that CMT is associated with PSI on math fluency and math calculation. A regression analysis was conducted to gather data relative to the second and third research question. Analysis of Variance (ANOVA) was conducted and the findings suggested a moderate negative relationship exist between CMT and PSI. A regression analysis of variance (ANOVA) was used to show the relationship between math fluency and PSI, math calculation and PSI, and math calculation along with math fluency and PSI. The results revealed that a strong direct relationship exists between math fluency, math calculation and processing speed. A regression model was created to determine if PSI and CMT, along with being identified as disabled, can be used as a predictor for math fluency and math calculation scores. When CMT is combined with PSI and students identified as having a disability, the findings revealed that it was not a strong predictor of math fluency and math calculation abilities.

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