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.
","abstract_html":"<p>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. </p>","abstract_has_math":false,"creators":["Rowlette, Leanna Marie"],"institution":"Eastern Kentucky University","degree_name":"Master of Arts (MA)","degree_level":"Master's","degree_discipline":"Special Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:39Z","subjects":["Inferential Language","Phonemic Awareness","Visual Perception","Visual Processing","Educational Psychology","Reading and Language"],"languages":[],"rights":["Copyright 2017 Leanna Marie Rowlette"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/464","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Rowlette, Leanna Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Special Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Inferential Language","Phonemic Awareness","Visual Perception","Visual Processing","Educational Psychology","Reading and Language"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2017 Leanna Marie Rowlette"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/464"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Visual Processing Ability: Early Predictor Of Inferential Language And Phonemic Awareness Ability"]}]}],"canonical_facts":{"dc:creator":["Rowlette, Leanna Marie"],"dc:description.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.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/464"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2017 Leanna Marie Rowlette"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Inferential Language","Phonemic Awareness","Visual Perception","Visual Processing","Educational Psychology","Reading and Language"],"dc:title":["Visual Processing Ability: Early Predictor Of Inferential Language And Phonemic Awareness Ability"],"dc:type":["Master Thesis"],"thesis:degree_discipline":["Special Education"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:39Z"}