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Achievement attributions are associated with specific rather than general learning delays
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In: Learn Individ Differ (2018)
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Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill
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Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia
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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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Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia
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Brain Basis of Phonological Awareness for Spoken Language in Children and Its Disruption in Dyslexia
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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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Abstract:
This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.
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Keyword:
dyslexia; neuropsychological assessment; Psychology; reading; response to intervention; treatment
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URL: https://scholarworks.gsu.edu/psych_facpub/164 https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1165&context=psych_facpub
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The Varieties of Pathways to Dysfluent Reading Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading
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In: Psychology Faculty Publications (2008)
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Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties
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