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LPC Augment: An LPC-Based ASR Data Augmentation Algorithm for Low and Zero-Resource Children's Dialects ...
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Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords
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In: Dev Sci (2020)
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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
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In: J Mem Lang (2020)
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Strength of resting state functional connectivity and local GABA concentrations predict oral reading of real and pseudo-words
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Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network
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Dough, Tough, Cough, Rough: A “Fast” fMRI Localizer of Component Processes in Reading
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A model of phonological processing, language, and reading for students with mild intellectual disability
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In: Psychology Faculty Publications (2013)
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A Model of Phonological Processing, Language, and Reading for Students with Mild Intellectual Disability
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Multiple component remediation of developmental reading disabilities: A Controlled factorial evaluation of the influence of IQ, socioeconomic status, and race on outcomes
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In: Psychology Faculty Publications (2012)
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Abstract:
Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 × 2 × 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and at 1-year follow-up. Equivalent gains were observed for different racial, SES, and IQ groups. These factors did not systematically interact with program. Differential outcomes for word identification, fluency, comprehension, and vocabulary were found between the multidimensional pro- grams, although equivalent long-term outcomes and equal continued growth confirmed that different pathways exist to effective reading remediation.
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Keyword:
dyslexia; intervention; Psychology; reading; response to intervention; treatment
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URL: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1156&context=psych_facpub
https://scholarworks.gsu.edu/psych_facpub/156
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A randomized control study of instructional approaches for struggling adult readers
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Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities
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In: Psychology Faculty Publications (2011)
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