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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 3 of 3 1 Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning Richards, Todd L; Abbott, Robert D; Yagle, Kevin. - 2017 BASE Show details 2 Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults Nielsen, Kathleen; Abbott, Robert; Griffin, Whitney. - 2016 BASE Show details 3 Writing Problems in Developmental Dyslexia: Under-Recognized and Under-Treated2,3 Berninger, Virginia W.; Nielsen, Kathleen H.; Abbott, Robert D.; Wijsman, Ellen; Raskind, Wendy. - 2008 Abstract: The International Dyslexia Association defines dyslexia as unexpected problems of neurobiological origin in accuracy and rate of oral reading of single real words, single pseudowords, or text or of written spelling. However, prior research has focused more on the reading than the spelling problems of students with dyslexia. A test battery was administered to 122 children who met inclusion criteria for dyslexia and qualified their families for participation in a family genetics study that has been ongoing for over a decade. Their parents completed the same test battery. Although a past structural equation modeling study of typically developing children identified a significant path from handwriting to composition quality, the current structural equation modeling study identified a significant path from spelling to composition for children and their parents with dyslexia. Grapho-motor planning did not contribute uniquely to their composition, showing that writing is not just a motor skill. Students with dyslexia do have a problem in automatic letter writing and naming, which was related to impaired inhibition and verbal fluency, and may explain their spelling problems. Results are discussed in reference to the importance of providing explicit instruction in the phonological, orthographic, and morphological processes of spelling and in composition to students with dyslexia and not only offering accommodation for their writing problems. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2344144 http://www.ncbi.nlm.nih.gov/pubmed/18438452 https://doi.org/10.1016/j.jsp.2006.11.008 BASE Hide details

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