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Write a brief paragraph on subject selection, including how well the subjects represented their populations and if sample size was adequate.

Write a brief paragraph on subject selection, including how well the subjects represented their populations and if sample size was adequate.

Ciccarelli: Psychology_5 (5th Edition)
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
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Write a brief paragraph on subject selection, including how well the subjects represented their populations and if sample size was adequate.

 

 

 

 

 

on recommendations by the Director of the University of Auckland Learning Assessment Centre following cognitive and neuropsychological assessment by a clinical psychologist (diagnostic data not available). Control adults (n=6, mean age=28.38, S.D. = 4.14; males=3) were recruited from the University of Auckland. IQ tests were not administered to the control adults but all had obtained a Bachelors degree. Ethical approval was received for this study by the University of Auckland Human Ethics Committee. Parental (where applicable) and subject consent was obtained after the purpose and procedures of the study were explained.
Transcribed Image Text:on recommendations by the Director of the University of Auckland Learning Assessment Centre following cognitive and neuropsychological assessment by a clinical psychologist (diagnostic data not available). Control adults (n=6, mean age=28.38, S.D. = 4.14; males=3) were recruited from the University of Auckland. IQ tests were not administered to the control adults but all had obtained a Bachelors degree. Ethical approval was received for this study by the University of Auckland Human Ethics Committee. Parental (where applicable) and subject consent was obtained after the purpose and procedures of the study were explained.
Participants Children with dyslexia (n = 18; 10 males, 8 females) were recruited from Reading Recovery programmes in four primary schools in Auckland, New Zealand. Teachers from these schools were also asked to recommend non-impaired readers from regular classes to act as control participants (n=44; 26 males, 18 females). Principals and instructors at the primary schools were asked to recommend potential participants on the basis of the following criteria: English as a first language, no obvious behavioural, emotional or neurological problems (accord- ing to teacher and parental report where applicable), normal receptive and expressive language, and normal or corrected-to-normal vision. The first author assessed peripheral hearing ability by using a Bruel and Kjaer automatic audiometer (model—1800). No participants had hearing loss in excess of 15 dB (with reference to ISO standards) at any of the six frequencies tested between 500 Hz and 8 kHz. The second author administered the Wechsler Intelligence Scale for Children-Revised (WISC-R Revision III, prorated vocabulary, informa- tion, picture completion, and block design subscales) to all children in the study. Children were identified as dyslexic if they obtained a reading score that was at least 1 S.D. below the National norms on the Burt Reading Test-Revised (BWRT-R; New Zealand Council for Research in Education, 1981). Standardized scores on this word recognition test did not differ according to age-group, F(3,14)=1.68, p=0.22. The BWRT-R resembles the American Wide Range Achievement Test of reading and consists of 110 words graded in order of difficulty from simple (e.g. to, is, big, some, etc.) to difficult (e.g. autobiography, microscopical, subtlety). The BWRT-R is a consistent reading measure, with test- retest reliability coefficients ranging from 0.95 to 0.99 and internal consistency coefficients ranging from 0.96 to 0.97 (New Zealand Council for Research in Education, 1981). Presented in Table 1 are the descriptive statistics for the children with dyslexia in the final sample of 18 according to chronological age group (6&7, 8&9, 10&11, 12&13 years). As shown in the table, reading age (determined with the BWRT-R) was at least 2 years below their chronological age. All dyslexic children had particular problems processing phonological information according to teacher report, but non-word reading was not specifically tested. Adults with dyslexia (n=6, mean age=25.38, S.D.=3.52; males=3) were undergraduate students at the University of Auckland and were selected based Table 1. Mean (standard deviation in parentheses) chronological age (CA), reading age (RA), standardized reading score, and full-scale IQ scores (Wechsler Intelligence Scale for Children-Revised) for children with developmental dyslexia according to age group (6&7, 8&9, 10&11, 12&13 years). CA Ages 6&7 Ages 8&9 Ages 10&11 Ages 12&13 6.05 (0.79) 8.22 (0.39) 10.55 (0.62) 12.04 (0.02) RA 4.00 (0.82) 6.03 (0.03) 8.38 (0.48) 9.68 (0.33) Reading Score -2.13 (.061) -1.84 (.169) -1.96 (.481) -1.69 (.333) Full IQ 106.50 (1.29) 106.00 (12.99) 103.25 (11.56) 95.00 (3.74) Sample size 4 6 4 4
Transcribed Image Text:Participants Children with dyslexia (n = 18; 10 males, 8 females) were recruited from Reading Recovery programmes in four primary schools in Auckland, New Zealand. Teachers from these schools were also asked to recommend non-impaired readers from regular classes to act as control participants (n=44; 26 males, 18 females). Principals and instructors at the primary schools were asked to recommend potential participants on the basis of the following criteria: English as a first language, no obvious behavioural, emotional or neurological problems (accord- ing to teacher and parental report where applicable), normal receptive and expressive language, and normal or corrected-to-normal vision. The first author assessed peripheral hearing ability by using a Bruel and Kjaer automatic audiometer (model—1800). No participants had hearing loss in excess of 15 dB (with reference to ISO standards) at any of the six frequencies tested between 500 Hz and 8 kHz. The second author administered the Wechsler Intelligence Scale for Children-Revised (WISC-R Revision III, prorated vocabulary, informa- tion, picture completion, and block design subscales) to all children in the study. Children were identified as dyslexic if they obtained a reading score that was at least 1 S.D. below the National norms on the Burt Reading Test-Revised (BWRT-R; New Zealand Council for Research in Education, 1981). Standardized scores on this word recognition test did not differ according to age-group, F(3,14)=1.68, p=0.22. The BWRT-R resembles the American Wide Range Achievement Test of reading and consists of 110 words graded in order of difficulty from simple (e.g. to, is, big, some, etc.) to difficult (e.g. autobiography, microscopical, subtlety). The BWRT-R is a consistent reading measure, with test- retest reliability coefficients ranging from 0.95 to 0.99 and internal consistency coefficients ranging from 0.96 to 0.97 (New Zealand Council for Research in Education, 1981). Presented in Table 1 are the descriptive statistics for the children with dyslexia in the final sample of 18 according to chronological age group (6&7, 8&9, 10&11, 12&13 years). As shown in the table, reading age (determined with the BWRT-R) was at least 2 years below their chronological age. All dyslexic children had particular problems processing phonological information according to teacher report, but non-word reading was not specifically tested. Adults with dyslexia (n=6, mean age=25.38, S.D.=3.52; males=3) were undergraduate students at the University of Auckland and were selected based Table 1. Mean (standard deviation in parentheses) chronological age (CA), reading age (RA), standardized reading score, and full-scale IQ scores (Wechsler Intelligence Scale for Children-Revised) for children with developmental dyslexia according to age group (6&7, 8&9, 10&11, 12&13 years). CA Ages 6&7 Ages 8&9 Ages 10&11 Ages 12&13 6.05 (0.79) 8.22 (0.39) 10.55 (0.62) 12.04 (0.02) RA 4.00 (0.82) 6.03 (0.03) 8.38 (0.48) 9.68 (0.33) Reading Score -2.13 (.061) -1.84 (.169) -1.96 (.481) -1.69 (.333) Full IQ 106.50 (1.29) 106.00 (12.99) 103.25 (11.56) 95.00 (3.74) Sample size 4 6 4 4
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