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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 Specific speech errors predict literacy skills (Boada et al., 2022) ... Boada, Katheryn L.; Boada, Richard; F. Pennington, Bruce. - : ASHA journals, 2022 BASE Show details 2 Specific speech errors predict literacy skills (Boada et al., 2022) ... Boada, Katheryn L.; Boada, Richard; F. Pennington, Bruce. - : ASHA journals, 2022 BASE Show details 3 Current survey of early childhood intervention services in infants and young children with sex chromosome aneuploidies Thompson, Talia; Howell, Susan; Davis, Shanlee... In: Am J Med Genet C Semin Med Genet (2020) BASE Show details 4 Achievement attributions are associated with specific rather than general learning delays Tsujimoto, Kimberley C.; Frijters, Jan C.; Boada, Richard; Gottwald, Stephanie; Hill, Dina; Jacobson, Lisa A.; Lovett, Maureen W.; Mahone, E. Mark; Willcutt, Erik G.; Wolf, Maryanne; Bosson-Heenan, Joan; Gruen, Jeffrey R. In: Learn Individ Differ (2018) Abstract: The causal attributions that children make for success and failure have been associated with later reading motivation and ability perceptions, which have the potential to impact future task engagement. Few studies have investigated whether such attributions are domain specific, that is linked with the specific skill in question, or a general motivational set. Even fewer studies have examined these relationships among diverse racial and ethnic subgroups. The present study examined differences in success and failure attributions among children with and without reading delay (RD) and general language impairments (LI), in a predominately Hispanic and African American sample. Participants were 1311 children, 8 to 15 years old. Significant differences in ability attributions were observed between participants with and without RD and LI, with no additive effect for cases with co-occurring reading and language impairments. When reading and vocabulary were evaluated continuously, significant and substantial positive relationships were observed between skill and ability attributions in situations of success, and negative associations observed in situations of failure. Weaker relationships were observed for vocabulary, though vocabulary did function as a moderator in the relationship between reading skill and ability attributions, with stronger associations at higher vocabulary levels. Overall, the findings suggest that ability attributions for reading success and failure are linked with reading skill and/or deficits, and not with general language impairments. Keyword: Article URL: https://doi.org/10.1016/j.lindif.2018.04.002 http://www.ncbi.nlm.nih.gov/pubmed/32523322 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7286624/ BASE Hide details 5 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 6 Individual Prediction of Dyslexia by Single vs. Multiple Deficit Models Pennington, Bruce F.; Santerre-Lemmon, Laura; Rosenberg, Jennifer. - 2011 BASE Show details 7 What influences literacy outcome in children with speech sound disorder? Boada, Richard; Peterson, Robin L.; Shriberg, Lawrence D.... In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 52 (2009) 5, 1175-1188 BLLDB OLC Linguistik Show details 8 The Cognitive Phenotype in Klinefelter Syndrome: A Review of the Literature Including Genetic and Hormonal Factors Boada, Richard; Janusz, Jennifer; Hutaff-Lee, Christa. - 2009 BASE Show details 9 Which children benefit from letter names in learning letter sounds? Boada, Richard; Shriberg, Lawrence D.; Treiman, Rebecca... In: Cognition. - Amsterdam [u.a] : Elsevier 106 (2008) 3, 1322-1338 BLLDB OLC Linguistik Show details 10 Which children benefit from letter names in learning letter sounds? Treiman, Rebecca; Pennington, Bruce F.; Shriberg, Lawrence D.... In: Cognition. - Amsterdam [u.a] : Elsevier 106 (2008) 3, 1322-1338 OLC Linguistik Show details 11 Which Children Benefit from Letter Names in Learning Letter Sounds? Treiman, Rebecca; Pennington, Bruce F.; Shriberg, Lawrence D.. - 2007 BASE Show details 12 Deficient implicit phonological representations in children with dyslexia Boada, Richard; Pennington, Bruce F. In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 95 (2006) 3, 153-193 BLLDB Show details 13 A twin study of the etiology of high readingability Boada, Richard; Willcutt, Erik G.; Tunick, Rachel A.... In: Reading and writing. - New York, NY : Springer Science+Business Media 15 (2002) 7, 683-708 OLC Linguistik Show details 14 A twin study of the etiology of high readingability Boada, Richard; Willcutt, Erik G.; Tunick, Rachel A.... In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 15 (2002) 7-8, 683-707 BLLDB Show details

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