Anne E. Fowler

TL;DR: Results did not support the validity of discrepancy versus low achievement definitions and differences between those children with impaired reading who met IQ-based discrepancy definitions and those who met low reading achievement definitions were small or not significant.

TL;DR: The authors explored the possibility that the developmental progression observed by Treiman and Zukowski over the preschool years may extend beyond phonological awareness to reflect more fundamental changes in phonological representation to reflect how lexical items are stored for recognition and retrieval.

TL;DR: This paper found that phonological deficits consistently accompany reading problems whether they occur in relatively pure form or in the presence of coexisting attention deficit or arithmetic disability, and this difficulty stemmed in large part from the same weakness in the phonological component that underlies reading disability.

TL;DR: Comparisons of reading measures from a sample of 361 children aged 7.5 to 9.5 showed that skill in word identification was almost inseparable from the phonologically analytic decoding process that is tapped by nonword reading, and differences in reading comprehension were closely associated with differences in decoding skill.

TL;DR: In this article, the mean length of utterance (MLU) in morphemes was examined as a predictor of grammatical complexity of natural language corpora of normal preschoolers and of children and adolescents with delayed language, Fragile X syndrome, Down syndrome, and autism.