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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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Frijters, Jan C.; Tsujimoto, Kimberley C.; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A.; Lovett, Maureen W.; Mahone, E. Mark; Willcutt, Erik G.; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R.. - 2017
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Abstract:
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school-age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, and attributions for success and failure in reading situations. Quantile regressions were formulated to estimate these relations across the full skill span of each outcome. Reading-related attributions predicted contextual word recognition, sight word and decoding fluency, and comprehension skills. Attributions to ability in success situations were positively related to each outcome across the full span. On three reading outcomes, this relation strengthened at higher skill levels. Attributions to effort in success situations were consistently and negatively related to all reading outcomes. The results provide evidence that the strength of the relation between reading and attributions varies according to reading skill levels, with the strongest evidence for ability-based attributions in situations of reading success.
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Keyword:
Article
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URL: https://doi.org/10.1002/rrq.189 http://www.ncbi.nlm.nih.gov/pubmed/29391653 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5788039/
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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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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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