Peer reviewed
Download full textERIC Number: EJ1122797
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1949-1212
EISSN: N/A
Structural Model of the Relationships among Cognitive Processes, Visual Motor Integration, and Academic Achievement in Students with Mild Intellectual Disability (MID)
Taha, Mohamed Mostafa
Insights into Learning Disabilities, v13 n2 p131-150 2016
This study aimed to test a proposed structural model of the relationships and existing paths among cognitive processes (attention and planning), visual motor integration, and academic achievement in reading, writing, and mathematics. The study sample consisted of 50 students with mild intellectual disability or MID. The average age of these students was 13.52 year (SD = 1.47), and their average IQ was 59.91 (SD = 2.64). The findings indicated significant positive relationships among all variables of interest (p < 0.01), and all of the model fit indices were well fit.
Descriptors: Cognitive Processes, Academic Achievement, Mild Intellectual Disability, Psychomotor Skills, Intelligence Quotient, Cognitive Ability, Intelligence Tests, Cognitive Tests, Adjustment (to Environment), Behavior Rating Scales, Males, Foreign Countries, Perceptual Motor Coordination, Visual Perception, Correlation, Statistical Analysis
Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Saudi Arabia
Identifiers - Assessments and Surveys: Stanford Binet Intelligence Scale; Cognitive Assessment System; Vineland Adaptive Behavior Scales; Beery Developmental Test of Visual Motor Integration
Grant or Contract Numbers: N/A
