Perceptual Retardation in Reading Disability

1959 ◽  
Vol 9 (3) ◽  
pp. 117-117 ◽  
Author(s):  
James C. Coleman
Keyword(s):  
Reading Disability

Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

2008 ◽  
Vol 15 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Frank R. Vellutino ◽  
Haiyan Zhang
Keyword(s):  
Early Intervention ◽  
Reading Disability ◽  
Intervention Studies ◽  
Intervention Study ◽  
Reading Difficulties ◽  
First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

Early Predictions of Reading Disability

1968 ◽  
Vol 13 (7) ◽  
pp. 381-382
Author(s):  
Arthur E. Traxler
Keyword(s):  
Reading Disability

Neuroimaging of Reading and Reading Disability in Children

2000 ◽  
Author(s):  
Kenneth R. Pugh ◽  
W. Einar Mencl ◽  
Sally E. Shaywitz ◽  
Bennett A. Shaywitz ◽  
Annette Jenner ◽  
...  
Keyword(s):  
Reading Disability

scholarly journals Fronto-Central Dysfunctions in Reading Disability Depend on Subtype: Guessers but not Spellers

2002 ◽  
Vol 22 (3) ◽  
pp. 533-564 ◽  
Author(s):  
Menno van der Schoot ◽  
Robert Licht ◽  
Tako M. Horsley ◽  
Joseph A. Sergeant
Keyword(s):  
Reading Disability

scholarly journals The Interpretation of Studies Using the Reading Level Design

1989 ◽  
Vol 21 (4) ◽  
pp. 413-424 ◽  
Author(s):  
Usha Goswami ◽  
Peter Bryant
Keyword(s):  
Reading Disability ◽  
Reading Level ◽  
Chronological Age ◽  
Control Group ◽  
Causal Factors ◽  
Negative Results ◽  
Level Design ◽  
Positive Results

Recent research in reading disability has been strengthened by the addition of a reading level (RL) control group to the more traditional chronological age (CA) control group. However, caution is required in interpreting results from these two kinds of control. Only positive results in a RL match and negative results in a CA match are interpretable; negative results in a CA match and positive results in a RL match are not. Furthermore, the RL control group cannot be used to unambiguously determine between specific deficit and developmental lag interpretations of reading disability. It is argued that the use of the RL control can only ever be a first step in research aimed at delineating the causal factors in reading backwardness.

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