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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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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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Abstract:
The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability–achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and classified them into three reader subtypes using the DDH. The results demonstrated that the three DDH subtypes exhibited differences in fluency at different levels of reading (letter, word, and connected text), underscoring the separate reading profiles of these subtypes and the different possible routes to dysfluency in reading disabilities. Furthermore, the results suggest that the different patterns among DDH subtypes are primarily driven by the ability–achievement discrepancy group. The implications of these findings are discussed for intervention, reading theory, and a more refined understanding of heterogeneity.
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Keyword:
classification; connected-text; Double Deficit Hypothesis; dyslexia; early identification/intervention; fluency; naming speed; phonological processing; Psychology
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URL: https://scholarworks.gsu.edu/psych_facpub/165 https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1164&context=psych_facpub
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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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