Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model.

Keith E. Stanovich · Linda S. Siegel

1,250 citations0/0 files storedJournal of Educational Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Reading and Literacy Development Language Development and Disorders Developmental and Educational Neuropsychology

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 module

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 1,250 citations exist upstream.

References

1991Handbook of reading research 1986Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy 1986Decoding, Reading, and Reading Disability 1989A distributed, developmental model of word recognition and naming.1987The nature of phonological processing and its causal role in the acquisition of reading skills.1996Handbook of psycholinguistics. Ed. by Morton Ann Gernsbacher. New York: Academic Press, 1994, Pp. 1174.1985Reading Research Advances in Theory and Practice 1991Phonological skills and learning to read

Cited by

1997Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study.2000Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study.2002A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments 2008On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography.

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.