Papers by Jerrell Cassady
Reading Psychology, 2008
The theoretical and practical implications of examining young children's... more The theoretical and practical implications of examining young children's acqui-sitions of phonological awareness skills with specific and differentiated processing tasks are explored in this study. The study presents data from 269 kindergarten children completing a phonological ...
Phonological awareness is an early indicator of emergent reading skill that is known to be reliab... more Phonological awareness is an early indicator of emergent reading skill that is known to be reliably related to eventual reading performance. This established research based coupled with federal and state requirements to measure phonological awareness as an indicator of early reading program success has heightened the attention toward phonological assessment tools. The purpose of this paper is to identify two
Applied neuropsychology. Child, Jan 15, 2014
Children with fetal alcohol spectrum disorder (FASD) often present with comorbid attention-defici... more Children with fetal alcohol spectrum disorder (FASD) often present with comorbid attention-deficit hyperactivity disorder (ADHD), which can complicate diagnosis and treatment planning. This study investigated the cognitive and adaptive profiles of 81 children with ADHD/FASD and 147 children with ADHD. Multivariate analysis of variance and follow-up discriminant analysis indicated that the two groups had similar profiles on the Wechsler Intelligence Scale for Children-Fourth Edition and Vineland Adaptive Behavior Scales, although the children with comorbid ADHD/FASD demonstrated significantly more impairment in verbal ability, perceptual reasoning, working memory, processing speed, and overall adaptive skills. The results suggested that when compared with children with ADHD alone, children with ADHD/FASD exhibit significantly more impaired cognitive processing and adaptive skill deficits that are essential for school success and healthy social, behavioral, and emotional functioning. ...
The Educational Forum, 2009
... Putman a , Lawrence L. Smith & Jerrell C. Cassady a pages 318-332. ... [T... more ... Putman a , Lawrence L. Smith & Jerrell C. Cassady a pages 318-332. ... [Taylor & Francis Online] View all references found curricular change was enabled and supported when teachers were given a voice in curricular decisions through the formation of large teacher committees. ...
Literacy Research and Instruction, 2009
The current educational spotlight on accountability has helped create a focus on teacher practice... more The current educational spotlight on accountability has helped create a focus on teacher practices and their subsequent effects on student achievement. Professional development has been shown to be an effective vehicle to impact practices; however, research has only recently begun ...
Reading Psychology, 2008
The theoretical and practical implications of examining young children's... more The theoretical and practical implications of examining young children's acqui-sitions of phonological awareness skills with specific and differentiated processing tasks are explored in this study. The study presents data from 269 kindergarten children completing a phonological ...
Journal of Cross-Cultural Psychology, 2004
... JERRELL C. CASSADY AYOUB MOHAMMED LAUREN MATHIEU Ball State University ... Kuwait citizens ar... more ... JERRELL C. CASSADY AYOUB MOHAMMED LAUREN MATHIEU Ball State University ... Kuwait citizens are ensured adequate employment and comfortable living standards (Al-Naser & Sandman ... Standard alpha levels are reported in Table 1; however, only values meeting the ...
International Journal of Testing, 2009
A new Spanish version of the Cognitive Test Anxiety Scale (CTAS) was created to be used explicitl... more A new Spanish version of the Cognitive Test Anxiety Scale (CTAS) was created to be used explicitly with Argentinean university students. The scale was translated and verified through blind back translation and given to a large sample of students majoring in psychology or chemistry (N = 752). Exploratory Factor Analysis (N = 376) showed an internal structure of two factors that differed from the established English version of the CTAS. Examination of the items revealed that the factors were likely influenced by the phrasing of items that were originally designed to have several items require endorsement of low anxiety. Confirmatory factor analyses (N = 376) were conducted to compare the fit of three models for the scale. The results demonstrated that a 16-item single-factor solution was the preferable model. Further analyses demonstrated strong internal consistency, and test-retest stability of the short Spanish version. Results support the utility of the scale in future transcultural research on test anxiety with American and Argentinean learners.
Frontiers in Psychology, 2014
Although traditional clustering methods (e.g., K-means) have been shown to be useful in the socia... more Although traditional clustering methods (e.g., K-means) have been shown to be useful in the social sciences it is often difficult for such methods to handle situations where clusters in the population overlap or are ambiguous. Fuzzy clustering, a method already recognized in many disciplines, provides a more flexible alternative to these traditional clustering methods. Fuzzy clustering differs from other traditional clustering methods in that it allows for a case to belong to multiple clusters simultaneously. Unfortunately, fuzzy clustering techniques remain relatively unused in the social and behavioral sciences. The purpose of this paper is to introduce fuzzy clustering to these audiences who are currently relatively unfamiliar with the technique. In order to demonstrate the advantages associated with this method, cluster solutions of a common perfectionism measure were created using both fuzzy clustering and K-means clustering, and the results compared. Results of these analyses reveal that different cluster solutions are found by the two methods, and the similarity between the different clustering solutions depends on the amount of cluster overlap allowed for in fuzzy clustering.
Educational Psychology, 2012
... DOI: 10.1080/01443410.2011.627837 Sungok Serena Shim a * , Allison M. Ryan b & Jerrell Ca... more ... DOI: 10.1080/01443410.2011.627837 Sungok Serena Shim a * , Allison M. Ryan b & Jerrell Cassady a Available online: 18 Oct 2011. ... The Journal of Experimental Education , 73(4): 333–349. [Taylor & Francis Online], [Web of Science ®] View all references). ...
Contemporary Educational Psychology, 2002
A new measure that focused explicitly on the cognitive dimension of test anxiety was introduced a... more A new measure that focused explicitly on the cognitive dimension of test anxiety was introduced and examined for psychometric quality as compared to existing measures of test anxiety. The new scale was found to be a reliable and valid measure of cognitive test anxiety. The impact of cognitive test anxiety as well as emotionality and test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive test anxiety were associated with significantly lower test scores on each of the three course examinations. High levels of cognitive test anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive test anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of test anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of test anxiety and support the conclusion that cognitive test anxiety exerts a significant stable and negative impact on academic performance measures.
This quantitative study was developed to explore the ability to impact elementary student 21st Ce... more This quantitative study was developed to explore the ability to impact elementary student 21st Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5th grade classes in a Midwestern, suburban school (n=418) to a 12-week intervention or control condition. Analyses of the ORCA Elementary-Revised performance prior to intervention revealed significant correlations with traditional measures of reading achievement as well as limited influence from demographic variables. In the primary research question, results demonstrated that the intervention group showed significantly higher gains from pretest to posttest on the measure of online research skills. Focused analyses of the subskills in the online reading performance measure revealed these differences were durable in locating and synthesizing skills, but not critical evaluation of websites. We discuss both theoretical and instructional implications generated from this study.
Uploads
Papers by Jerrell Cassady