Journal ArticleDOI
Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.
TLDR
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.Abstract:
In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those without discrepancy. Children were compared on a varied set of phonological, orthographic, memory, and language processing tasks. The results indicated that cognitive differences between these 2 groups of poor readers all reside outside of the word recognition moduleread more
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Journal ArticleDOI
Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory.
Johannes C. Ziegler,Usha Goswami +1 more
TL;DR: The authors develop a novel theoretical framework to explain cross-language data, which they label a psycholinguistic grain size theory of reading and its development.
Journal ArticleDOI
Specific reading disability (dyslexia): what have we learned in the past four decades?
TL;DR: Evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors, and Hypothesized deficits in general learning abilities and low-level sensory deficits have weak validity as causal factors in specific reading disability.
Journal ArticleDOI
Phonological recoding and self-teaching: sine qua non of reading acquisition.
TL;DR: This paper elaborates the self-teaching hypothesis, reviews relevant evidence, and notes that current models of word recognition fail to address the quintessential problem of reading acquisition-independent generation of target pronunciations for novel orthographic strings.
Journal ArticleDOI
The double-deficit hypothesis for the developmental dyslexias.
TL;DR: In this paper, the double-deficit hypothesis was proposed for dyslexia, i.e., phonological deficits and processes underlying naming-speed deficits represent two separable sources of reading dysfunction.
Journal ArticleDOI
A Definition of Dyslexia.
TL;DR: The current definition of developmental dyslexia agreed on by the work group updates and expands on the working definition from 1994.
References
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Book
Applied multiple regression/correlation analysis for the behavioral sciences
TL;DR: In this article, the Mathematical Basis for Multiple Regression/Correlation and Identification of the Inverse Matrix Elements is presented. But it does not address the problem of missing data.
Journal ArticleDOI
Individual differences in working memory and reading
TL;DR: The reading span, the number of final words recalled, varied from two to five for 20 college students and was correlated with three reading comprehension measures, including verbal SAT and tests involving fact retrieval and pronominal reference.
Journal ArticleDOI
Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.
TL;DR: A framework for conceptualizing the development of individual differences in reading ability is presented in this paper that synthesizes a great deal of the research literature and places special emphasis on reading ability.
Book
Handbook of Reading Research
TL;DR: The authors, The Sense of Being Literate: Historical and Cross-Cultural Features, is a collection of essays about the development of reading in the industrialized world with particular reference to the non-western world.