Connections between mathematics and reading development: Numerical cognition mediates relations between foundational competencies and later academic outcomes.

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

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Factors Associated With Reading Development in Children With Cochlear Implants

Perspectives on Hearing and Hearing Disorders in Childhood ◽

10.1044/hhdc17.2.17 ◽

2007 ◽

Vol 17 (2) ◽

pp. 17-20

Author(s):

Ann E. Geers

Keyword(s):

Cochlear Implants ◽

Reading Development ◽

Factors Associated

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Reading Development, Reading Disorders, And Reading Instruction: Research-Based Findings

Perspectives on Language Learning and Education ◽

10.1044/lle6.1.8 ◽

1999 ◽

Vol 6 (1) ◽

pp. 8-16 ◽

Cited By ~ 3

Author(s):

G. Reid Lyon

Keyword(s):

Reading Instruction ◽

Reading Development ◽

Reading Disorders

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Complex Trauma and Prenatal Alcohol Exposure: Clinical Implications

Perspectives on School-Based Issues ◽

10.1044/sbi13.2.32 ◽

2012 ◽

Vol 13 (2) ◽

pp. 32-42 ◽

Cited By ~ 8

Author(s):

Yvette D. Hyter

Keyword(s):

Central Nervous System ◽

Nervous System ◽

Child Development ◽

Academic Outcomes ◽

Complex Trauma ◽

Prenatal Alcohol Exposure ◽

Alcohol Exposure ◽

Clinical Implications ◽

Prenatal Alcohol ◽

The Brain

Abstract Complex trauma resulting from chronic maltreatment and prenatal alcohol exposure can significantly affect child development and academic outcomes. Children with histories of maltreatment and those with prenatal alcohol exposure exhibit remarkably similar central nervous system impairments. In this article, I will review the effects of each on the brain and discuss clinical implications for these populations of children.

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