Linda S. Siegel

TL;DR: The authors introduced a regression-based logic for comparing the cognitive profiles of children developing reading skills at different rates, which is analogous to the reading-level match design, but without some of the methodological problems of that design.

TL;DR: There was a significant growth of working memory as a function of age and children with an arithmetic disability do not have a generalized language deficit but have a specific working memory deficit in relation to processing numerical information.

TL;DR: The logic and empirical data supporting the proposition that intelligence tests are not necessary for the definition of a learning disability were examined and empirical evidence was presented that poor readers at a variety of IQ levels show similar reading, spelling, language, and memory deficits.

TL;DR: The authors examined the generalizability of environment/development relationships among three ethnic groups across the first 3 years of life and found that specific aspects of the child's home environment, such as parental responsivity and availability of stimulating play materials, were more strongly related to child developmental status than global measures of environmental quality such as SES.

TL;DR: The findings demonstrate that a model of early identification and intervention for children at risk is beneficial for ESL speakers and suggest that the effects of bilingualism on the acquisition of early reading skills are not negative and may be positive.