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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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Abstract:
The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability–achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrated that the three DDH subtypes exhibited differences in fluency at different levels of reading (letter, word, and connected text), underscoring the separate reading profiles of these subtypes and the different possible routes to dysfluency in reading disabilities. Furthermore, the results suggest that the different patterns among DDH subtypes are primarily driven by the ability–achievement discrepancy group. The implications of these findings are discussed for intervention, reading theory, and a more refined understanding of heterogeneity.
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Keyword:
classification; connected-text; Double Deficit Hypothesis; dyslexia; early identification/intervention; fluency; naming speed; phonological processing; Psychology
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URL: https://scholarworks.gsu.edu/psych_facpub/165 https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1164&context=psych_facpub
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Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language
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46 |
Classroom Organization by Prior Performance Interactions as Predictors of Literacy and Language Achievement
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47 |
Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.
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Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW)
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Developmental trajectories of writing skills in first grade: Examining the effects of SES and language and/or speech impairments.
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Towards an understanding of dimensions, predictors, and gender gap in written composition
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Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW).
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52 |
The utility and accuracy of oral reading fluency score types in predicting reading comprehension.
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53 |
Developmental Trajectories of Writing Skills in First Grade: Examining the Effects of SES and Language and/or Speech Impairments
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54 |
Distances Between Word Reading and Comprehension: Do They Make a Difference?
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55 |
Relations Among Elementary Students' Use of Dialect and Concurrent and Subsequent Reading Outcomes
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56 |
Does Previewing Answer-Choice Options Improve Performance on a Reading Test?
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57 |
Towards an understanding of dimensions, predictors, and gender gap in written composition.
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58 |
Predictors of Reading Comprehension: A Model-Based Meta-analytic Review
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59 |
The Utility and Accuracy of Oral Reading Fluency Score Types in Predicting Reading Comprehension
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60 |
The Impact of Transcription Writing Interventions for First-Grade Students.
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