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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 – 14 of 14 1 Supplementary material from " DCDC2 READ1 regulatory element: how temporal processing differences may shape language" ... Tang, Kevin; DeMille, Mellissa M. C.; Frijters, Jan C.. - : The Royal Society, 2020 BASE Show details 2 Supplementary material from " DCDC2 READ1 regulatory element: how temporal processing differences may shape language" ... Tang, Kevin; DeMille, Mellissa M. C.; Frijters, Jan C.. - : The Royal Society, 2020 BASE Show details 3 Data from: DCDC2 READ1 regulatory element: how temporal processing differences may shape language ... Tang, Kevin; DeMille, Mellissa M. C.; Frijters, Jan C.. - : Dryad, 2020 BASE Show details 4 Supplementary Materials for DCDC2 READ1 regulatory element: how temporal processing differences may shape language ... Tang, Kevin; DeMille, Mellissa M. C.; Frijters, Jan C.. - : The Royal Society, 2020 BASE Show details 5 Supplementary Materials for DCDC2 READ1 regulatory element: how temporal processing differences may shape language ... Tang, Kevin; DeMille, Mellissa M. C.; Frijters, Jan C.. - : The Royal Society, 2020 BASE Show details 6 Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords Malins, Jeffrey G.; Landi, Nicole; Ryherd, Kayleigh... In: Dev Sci (2020) BASE Show details 7 DCDC2 READ1 regulatory element: how temporal processing differences may shape language Tang, Kevin; DeMille, Mellissa M. C.; Frijters, Jan C.... In: Proc Biol Sci (2020) BASE Show details 8 Achievement attributions are associated with specific rather than general learning delays Tsujimoto, Kimberley C.; Frijters, Jan C.; Boada, Richard... In: Learn Individ Differ (2018) BASE Show details 9 A molecular-genetic and imaging-genetic approach to specific comprehension difficulties in children Li, Miao; Malins, Jeffrey G.; DeMille, Mellissa M. C.. - : Nature Publishing Group UK, 2018 BASE Show details 10 Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill Frijters, Jan C.; Tsujimoto, Kimberley C.; Boada, Richard. - 2017 BASE Show details 11 Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions Greenberg, Daphne; Wise, Justin C.; Frijters, Jan C.... In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 4, 495-514 OLC Linguistik Show details 12 Four methods of identifying change in the context of a multiple component reading intervention for struggling middle school readers Frijters, Jan C.; Lovett, Maureen W.; Sevcik, Rose A.... In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 4, 539-563 OLC Linguistik Show details 13 Multiple component remediation of developmental reading disabilities: A Controlled factorial evaluation of the influence of IQ, socioeconomic status, and race on outcomes Morris, Robin; Lovett, Maureen; Wolf, Maryanne... In: Psychology Faculty Publications (2012) BASE Show details 14 Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities Frijters, Jan; Lovett, Maureen; Steinbach, Karen; Wolf, Maryanne; Sevcik, Rose; Morris, Robin D In: Psychology Faculty Publications (2011) Abstract: This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming. Keyword: dyslexia; neuropsychological assessment; Psychology; reading; response to intervention; treatment URL: https://scholarworks.gsu.edu/psych_facpub/164 https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1165&context=psych_facpub BASE Hide details

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