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Papers by Emma Kate Wright

Psychology in the Schools, 2018

Performance on figure copying tasks is empirically linked to the school readiness, learning, cogn... more Performance on figure copying tasks is empirically linked to the school readiness, learning, cognition, and neuropsychological functioning. These nonverbal tasks are frequently used to evaluate children from diverse backgrounds to minimize bias due to factors such as language, ethnicity, culture, or socioeconomic status on test performance. The current study examined the possible Differential Item Functioning across African American and Caucasian groups, ages 4 to 7 years, in Bender Motor Gestalt Test, Second Edition (BG-II) visual-motor scores. Results indicated that in general the BG-II can be considered invariant across these ethnic groups in this age range.

Contemporary School Psychology, 2017

Although the empirical relationship between general intelligence and academic achievement is well... more Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children (N = 835) at different periods of reading development (grades 1–5). Results suggest select cognitive variables predict reading comprehension above and beyond basic reading skills. However, the relative importance of specific cognitive abilities in predicting reading comprehension differs across grade levels. Further analyses using mediation models found specific cognitive abilities mediated the effects of basic reading skills on reading comprehension. Implications for the important and dynamic role of cognitive abilities in predicting reading comprehension across development are discussed.

WJ IV Clinical Use and Interpretation, 2016

Abstract The Woodcock–Johnson’s newest edition has created an online scoring feature, which is a ... more Abstract The Woodcock–Johnson’s newest edition has created an online scoring feature, which is a major advancement in the use of test technology. The goal of this chapter is to provide a practical overview of the WJ IV’s online scoring software. Frequently used basic functions and several advanced features of the WJ IV will be reviewed along with a discussion of the clinical and ethical implications that arise in the use of online scoring systems.

NeuroRegulation, 2015

Introduction: Learning disabilities are a complex problem facing our society and educational syst... more Introduction: Learning disabilities are a complex problem facing our society and educational system. Dyslexia, or reading disability, is one of the most common learning disabilities, impacting children and adults adversely in a myriad of ways. Traditional programs designed to teach reading enhancement are largely ineffective or require intensive therapy over long periods of time. Method: Forty-two school-aged participants were randomly assigned to experimental and control groups. The experimental group received qEEG-guided, individually tailored, twochannel coherence neurofeedback over the left hemisphere. This included two sessions per week for a total of 20 sessions. The control group received typical resource room instruction. All participants received pre-and post-educational measures focused on reading abilities. Results: Following the intervention period, the experimental group enhanced their reading scores, while the control group did not. Coherence neurofeedback led to an average enhancement of 1.2 grade levels in reading scores, but resource room instruction led to no such improvement at all. Conclusion: Coherence-based neurofeedback would appear to show promise and led to significant gains in reading that outpace those of traditional reading programs and most types of neurofeedback studied in the past. Future clinical and research work in this understudied area is recommended.

Applied Neuropsychology: Child, 2013

Psychology in the Schools, 2018

Performance on figure copying tasks is empirically linked to the school readiness, learning, cogn... more Performance on figure copying tasks is empirically linked to the school readiness, learning, cognition, and neuropsychological functioning. These nonverbal tasks are frequently used to evaluate children from diverse backgrounds to minimize bias due to factors such as language, ethnicity, culture, or socioeconomic status on test performance. The current study examined the possible Differential Item Functioning across African American and Caucasian groups, ages 4 to 7 years, in Bender Motor Gestalt Test, Second Edition (BG-II) visual-motor scores. Results indicated that in general the BG-II can be considered invariant across these ethnic groups in this age range.

Contemporary School Psychology, 2017

Although the empirical relationship between general intelligence and academic achievement is well... more Although the empirical relationship between general intelligence and academic achievement is well established, that between specific cognitive abilities and achievement is less so. This study investigated the relationships between specific Cattell-Horn-Carroll (CHC) cognitive abilities and reading comprehension across a large sample of children (N = 835) at different periods of reading development (grades 1–5). Results suggest select cognitive variables predict reading comprehension above and beyond basic reading skills. However, the relative importance of specific cognitive abilities in predicting reading comprehension differs across grade levels. Further analyses using mediation models found specific cognitive abilities mediated the effects of basic reading skills on reading comprehension. Implications for the important and dynamic role of cognitive abilities in predicting reading comprehension across development are discussed.

WJ IV Clinical Use and Interpretation, 2016

Abstract The Woodcock–Johnson’s newest edition has created an online scoring feature, which is a ... more Abstract The Woodcock–Johnson’s newest edition has created an online scoring feature, which is a major advancement in the use of test technology. The goal of this chapter is to provide a practical overview of the WJ IV’s online scoring software. Frequently used basic functions and several advanced features of the WJ IV will be reviewed along with a discussion of the clinical and ethical implications that arise in the use of online scoring systems.

NeuroRegulation, 2015

Introduction: Learning disabilities are a complex problem facing our society and educational syst... more Introduction: Learning disabilities are a complex problem facing our society and educational system. Dyslexia, or reading disability, is one of the most common learning disabilities, impacting children and adults adversely in a myriad of ways. Traditional programs designed to teach reading enhancement are largely ineffective or require intensive therapy over long periods of time. Method: Forty-two school-aged participants were randomly assigned to experimental and control groups. The experimental group received qEEG-guided, individually tailored, twochannel coherence neurofeedback over the left hemisphere. This included two sessions per week for a total of 20 sessions. The control group received typical resource room instruction. All participants received pre-and post-educational measures focused on reading abilities. Results: Following the intervention period, the experimental group enhanced their reading scores, while the control group did not. Coherence neurofeedback led to an average enhancement of 1.2 grade levels in reading scores, but resource room instruction led to no such improvement at all. Conclusion: Coherence-based neurofeedback would appear to show promise and led to significant gains in reading that outpace those of traditional reading programs and most types of neurofeedback studied in the past. Future clinical and research work in this understudied area is recommended.

Applied Neuropsychology: Child, 2013