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Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability?
16 references·0 citing·52 second hop
Can Intelligence Testing Inform Educational Intervention for Children with Reading Disability? (2015)Can Intelligence Testing Inform Education…The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement (2015)The Potential for School-Base…Is working memory training effective? A meta-analytic review. (2012)Is working memory training ef…Activities and Programs That Improve Children’s Executive Functions (2012)Activities and Programs That …Response to Intervention: Preventing and Remediating Academic Difficulties (2009)Response to Intervention: Pre…Adaptive training leads to sustained enhancement of poor working memory in children (2009)Adaptive training leads to su…Learning Styles (2008)Learning StylesSchool readiness and later achievement. (2007)School readiness and later ac…Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Specific reading disability (…Dynamic testing: the nature and measurement of learning potential (2003)Dynamic testing: the nature a…Language and Reading Disabilities (1998)Language and Reading Disabili…Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. (1996)Developmental lag versus defi…The dynamic assessment of retarded performers (1981)The dynamic assessment of ret…Intelligent testing with the WISC-R (1979)Intelligent testing with the …Mind in Society: The Development of Higher Psychological Processes (1978)Mind in Society: The Developm…Beyond the two disciplines of scientific psychology. (1975)Beyond the two disciplines of…Thought and language (1962)Thought and languageThe developmental psychology of Jean Piaget. (1963)Family resemblances: Studies in the internal structure of categories (1975)Basic objects in natural categories (1976)Principles of Language Learning and Teaching (1981)Construct validity in psychological tests. (1955)Minnesota studies in the philosophy of science (1956)Criteria for assessing the trustworthiness of naturalistic inquiries (1981)1. Toward a Theory of Culturally Relevant Pedagogy (1995)A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. (1995)The Interpretation of Cultures (2017)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Handbook of reading research (1991)Preventing Reading Difficulties in Young Children (1998)Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading (2006)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. 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(1966)Primary Mental Abilities (1973)The Big Five personality traits, learning styles, and academic achievement (2011)Self-Regulated Learning: Beliefs, Techniques, and Illusions (2012)Do Learners Really Know Best? Urban Legends in Education (2013)The CES-D Scale (1977)Human Capital (1983)Statistical Methods for Meta-Analysis (1988)Socioeconomic status and the brain: mechanistic insights from human and animal research (2010)The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)Item Response Theory: Principles and Applications (1984)Decoding, Reading, and Reading Disability (1986)Fundamentals of item response theory (1992)Dyslexia (1998)Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. 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(2000)Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old (2011)Short- and long-term benefits of cognitive training (2011)Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer” (2016)Dynamic but Structural Equation Modeling of Repeated Measures Data (1988)Stability of Intelligence from Preschool to Adolescence: The Influence of Social and Family Risk Factors (1993)Learning, Attention, Writing, and Processing Speed in Typical Children and Children with ADHD, Autism, Anxiety, Depression, and Oppositional-Defiant Disorder (2007)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)Qualitative Analysis for Social Scientists (1987)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)
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References

  • 1978Mind in Society: The Development of Higher Psychological Processes53,480 cited
  • 1962Thought and language20,700 cited
  • 2007School readiness and later achievement.5,435 cited
  • 2004Specific reading disability (dyslexia): what have we learned in the past four decades?2,549 cited
  • 2008Learning Styles2,138 cited
  • 1975Beyond the two disciplines of scientific psychology.2,096 cited
  • 2012Is working memory training effective? A meta-analytic review.1,780 cited
  • 1979Intelligent testing with the WISC-R1,208 cited
  • 2009Adaptive training leads to sustained enhancement of poor working memory in children958 cited
  • 1996Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis.802 cited
  • 1981The dynamic assessment of retarded performers790 cited
  • 1998Language and Reading Disabilities751 cited
  • 2012Activities and Programs That Improve Children’s Executive Functions750 cited
  • 2015The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement538 cited
  • 2003Dynamic testing: the nature and measurement of learning potential529 cited

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  • 2009Response to Intervention: Preventing and Remediating Academic Difficulties528 cited
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