INS NYC 2024 Program

Poster	Poster Session 11 Program Schedule 02/17/2024 10:45 am - 12:00 pm Room: Shubert Complex (Posters 1-60) Poster Session 11: Cultural Neuropsychology \| Education/Training \| Professional Practice Issues Final Abstract #47 Reading Fluency and Cognitive Functioning: A Cluster Analysis in an Adult Sample Gabriel Jauregui, Universidad Catolica de Cordoba, Cordoba, Argentina Ignacio Bellanti, Universidad Catolica de Cordoba, Cordoba, Argentina Julieta Castro Brunello, Universidad Catolica de Cordoba, Cordoba, Argentina Macarena Fernandez, Universidad Catolica de Cordoba, Cordoba, Argentina Alberto Fernandez, Universidad Catolica de Cordoba, Córdoba, Argentina Category: Inclusion and Diversity/Multiculturalism Keyword 1: academic achievement Keyword 2: cognitive functioning Objective: The primary aim of this study was to analyze differences in cognitive performance between three clusters of adult individuals differentiated by their levels of reading fluency. Participants and Methods: Eighty-seven Argentine adults were included, ranging in age from 18 to 84 (Mean=39.24, SD=20.06). Gender distribution in the sample was 68% female and 32% male. The reported educational attainment spanned from 1 to 19 years (Mean=11, SD=4.87). A 215-word passage about the climate in the city of Córdoba, Argentina was employed as the reading fluency task. The text was presented in 12-point “Arial” font on an A4 size sheet. Participants were asked to place the text at a comfortable reading distance and read it aloud at their usual reading pace. The reading performance was audio recorded to accurately score for errors and reading time. Omissions, substitutions, insertions, and self-corrections were deemed as errors. The reading fluency measure was the number of words read correctly per minute. The elbow method was employed to ascertain the optimal cluster count, culminating in a tripartite group solution: low, medium, and high reading fluency performance. Administered tests included the Multicultural Neuropsychological Scale (MUNS), Raven’s Progressive Matrices, Similarities test from the WAIS-III scale, a semantic verbal fluency task (category: Animals), and two phonological verbal fluency tests (letters P and F). All neuropsychological measures were administered in Spanish. Statistical Procedures: An ANOVA was conducted, followed by Tukey HSD post-hoc tests for inter-group and intra-group comparative analyses. Results: Significant performance differences were observed across all neuropsychological measures except for the phonological verbal fluency tests (letters P and F). ANOVA tests revealed highly significant differences in the Similarities test scores (F(2, 84) = 60.087, p < 0.00, η^2 = 0.6), Raven's Progressive Matrices (F(2, 84) = 49.512, p < 0.00, η^2 = 0.5), semantic verbal fluency (animals) (F(2, 84) = 19.240, p < 0.00, η^2 = 0.3), and the total MUNS score (F(2, 84) = 32.146, p < 0.00, η^2 = 0.4). Tukey HSD post-hoc tests revealed significant differences in multiple comparisons between the groups. In the phonological verbal fluency tests (letters P and F), differences were found between some groups but not all. Conclusions: The identified clusters showed significant differences in reading fluency across all used neuropsychological measures, highlighting the impact of reading fluency on adult cognitive functioning. These findings support the utility of reading fluency as a reliable indicator of an individual’s educational level.

Poster

02/17/2024
10:45 am - 12:00 pm
Room: Shubert Complex (Posters 1-60)

Poster Session 11: Cultural Neuropsychology | Education/Training | Professional Practice Issues

Final Abstract #47

Reading Fluency and Cognitive Functioning: A Cluster Analysis in an Adult Sample

Gabriel Jauregui, Universidad Catolica de Cordoba, Cordoba, Argentina
Ignacio Bellanti, Universidad Catolica de Cordoba, Cordoba, Argentina
Julieta Castro Brunello, Universidad Catolica de Cordoba, Cordoba, Argentina
Macarena Fernandez, Universidad Catolica de Cordoba, Cordoba, Argentina
Alberto Fernandez, Universidad Catolica de Cordoba, Córdoba, Argentina

Category: Inclusion and Diversity/Multiculturalism

Keyword 1: academic achievement
Keyword 2: cognitive functioning

Objective:

The primary aim of this study was to analyze differences in cognitive performance between three clusters of adult individuals differentiated by their levels of reading fluency.

Participants and Methods:

Eighty-seven Argentine adults were included, ranging in age from 18 to 84 (Mean=39.24, SD=20.06). Gender distribution in the sample was 68% female and 32% male. The reported educational attainment spanned from 1 to 19 years (Mean=11, SD=4.87). A 215-word passage about the climate in the city of Córdoba, Argentina was employed as the reading fluency task. The text was presented in 12-point “Arial” font on an A4 size sheet. Participants were asked to place the text at a comfortable reading distance and read it aloud at their usual reading pace. The reading performance was audio recorded to accurately score for errors and reading time. Omissions, substitutions, insertions, and self-corrections were deemed as errors. The reading fluency measure was the number of words read correctly per minute. The elbow method was employed to ascertain the optimal cluster count, culminating in a tripartite group solution: low, medium, and high reading fluency performance. Administered tests included the Multicultural Neuropsychological Scale (MUNS), Raven’s Progressive Matrices, Similarities test from the WAIS-III scale, a semantic verbal fluency task (category: Animals), and two phonological verbal fluency tests (letters P and F). All neuropsychological measures were administered in Spanish. Statistical Procedures: An ANOVA was conducted, followed by Tukey HSD post-hoc tests for inter-group and intra-group comparative analyses.

Results:

Significant performance differences were observed across all neuropsychological measures except for the phonological verbal fluency tests (letters P and F). ANOVA tests revealed highly significant differences in the Similarities test scores (F(2, 84) = 60.087, p < 0.00, η^2 = 0.6), Raven's Progressive Matrices (F(2, 84) = 49.512, p < 0.00, η^2 = 0.5), semantic verbal fluency (animals) (F(2, 84) = 19.240, p < 0.00, η^2 = 0.3), and the total MUNS score (F(2, 84) = 32.146, p < 0.00, η^2 = 0.4). Tukey HSD post-hoc tests revealed significant differences in multiple comparisons between the groups. In the phonological verbal fluency tests (letters P and F), differences were found between some groups but not all.

Conclusions:

The identified clusters showed significant differences in reading fluency across all used neuropsychological measures, highlighting the impact of reading fluency on adult cognitive functioning. These findings support the utility of reading fluency as a reliable indicator of an individual’s educational level.