1 |
Achievement attributions are associated with specific rather than general learning delays
|
|
|
|
In: Learn Individ Differ (2018)
|
|
BASE
|
|
Show details
|
|
2 |
A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill
|
|
|
|
BASE
|
|
Show details
|
|
4 |
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
|
|
|
|
Abstract:
In English, gains in decoding skill do not map directly onto increases in word reading. However, beyond the Self-Teaching Hypothesis (Share, 1995), little is known about the transfer of decoding skills to word reading. In this study, we offer a new approach to testing specific decoding elements on transfer to word reading. To illustrate, we modeled word-reading gains among children with reading disability (RD) enrolled in Phonological and Strategy Training (PHAST) or Phonics for Reading (PFR). Conditions differed in sublexical training with PHAST stressing multi-level connections and PFR emphasizing simple grapheme-phoneme correspondences. Thirty-seven children with RD, 3rd – 6th grade, were randomly assigned 60 lessons of PHAST or PFR. Crossed random-effects models allowed us to identify specific intervention elements that differentially impacted word-reading performance at posttest, with children in PHAST better able to read words with variant vowel pronunciations. Results suggest that sublexical emphasis influences transfer gains to word reading.
|
|
Keyword:
Article
|
|
URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5460658/ https://doi.org/10.1080/10888438.2016.1178267
|
|
BASE
|
|
Hide details
|
|
8 |
A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement
|
|
Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009
|
|
BASE
|
|
Show details
|
|
9 |
A parent involvement intervention with elementary school students: the effectiveness of parent tutoring on reading achievement
|
|
Goudey, Jennifer. - : University of Alberta. Department of Educational Psychology., 2009
|
|
BASE
|
|
Show details
|
|
12 |
Developmental reading disorders
|
|
|
|
In: Patient-based approaches to cognitive neuroscience (Cambridge, Ma, 2000), p. 247-262
|
|
MPI für Psycholinguistik
|
|
|
|