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Achievement attributions are associated with specific rather than general learning delays
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In: Learn Individ Differ (2018)
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A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children
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Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill
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Exploring Differential Effects Across Two Decoding Treatments on Item-Level Transfer in Children with Significant Word Reading Difficulties: A New Approach for Testing Intervention Elements
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Multiple component remediation of developmental reading disabilities: A Controlled factorial evaluation of the influence of IQ, socioeconomic status, and race on outcomes
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In: Psychology Faculty Publications (2012)
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Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities
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In: Psychology Faculty Publications (2011)
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A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement
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Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009
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A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement
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Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009
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The Varieties of Pathways to Dysfluent Reading Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading
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In: Psychology Faculty Publications (2008)
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Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties
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Abstract:
Limited research has examined the skills of children with a reading disability (RD) and children with RD and a mathematics disability (MD). Even less research has examined the phonological awareness (PA) and rapid automatized naming (RAN) skills in these two groups of children and how these skills relate to reading and math achievement. Additionally, various classification criteria are frequently implemented to classify children with MD. The purpose of this study, therefore, was to examine the PA and RAN skills in children who met different criteria for RD only and children with RD who are at-risk for mathematics difficulties (MDR). Participants were 114 second or third grade students with RD from public elementary schools in three large metropolitan areas. Students were classified as at-risk for mathematics difficulties utilizing a 25(th) percentile cutoff and a 15(th) percentile cutoff as assessed by the KeyMath-Revised Test (Connolly, 1988). A series of PA and RAN measures were administered along with a range of reading and mathematics measures. Hierarchical regression analyses indicated that children with RD only evidenced a different pattern of results compared to children with RD + MDR. Additionally, using a more stringent criterion to classify children at-risk for mathematics difficulties resulted in a differential pattern of results when compared to a less stringent classification criterion.
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Keyword:
Article
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URL: https://doi.org/10.1111/j.1540-5826.2008.00270.x http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6521694/
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Developmental reading disorders
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In: Patient-based approaches to cognitive neuroscience (Cambridge, Ma, 2000), p. 247-262
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MPI für Psycholinguistik
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