Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 8 |
Descriptor
| Predictor Variables | 8 |
| Reading Difficulties | 8 |
| Children | 4 |
| Dyslexia | 4 |
| Reading Skills | 4 |
| Statistical Analysis | 4 |
| Decoding (Reading) | 3 |
| Foreign Countries | 3 |
| Grade 1 | 3 |
| Grade 3 | 3 |
| Intelligence Quotient | 3 |
| More ▼ | |
Source
| Journal of Learning… | 3 |
| Scientific Studies of Reading | 2 |
| Learning Disabilities… | 1 |
| Learning Disability Quarterly | 1 |
| Multivariate Behavioral… | 1 |
Author
| Barr, Cathy L. | 1 |
| Bigozzi, Lucia | 1 |
| Blokland, Kirsten | 1 |
| Clarke, Antoine | 1 |
| Eklund, Kenneth | 1 |
| Georgiou, George | 1 |
| Gresham, Frank M. | 1 |
| Guger, Sharon L. | 1 |
| Hulslander, Jacqueline | 1 |
| Jerman, Olga | 1 |
| Kerr, Elizabeth N. | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 8 |
| Reports - Research | 7 |
| Reports - Descriptive | 1 |
Education Level
| Grade 1 | 3 |
| Grade 3 | 3 |
| Kindergarten | 3 |
| Early Childhood Education | 2 |
| Elementary Education | 2 |
| Elementary Secondary Education | 2 |
| Grade 2 | 1 |
| Primary Education | 1 |
Audience
Location
| California | 1 |
| Finland | 1 |
| Illinois | 1 |
| Italy | 1 |
| New York | 1 |
| New Zealand | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Intelligence Scale… | 8 |
| Woodcock Reading Mastery Test | 3 |
| Wide Range Achievement Test | 2 |
| Burt Word Reading Test | 1 |
| Clinical Evaluation of… | 1 |
| Conners Rating Scales | 1 |
| Peabody Individual… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkPrice, Kaitlyn M.; Wigg, Karen G.; Misener, Virginia L.; Clarke, Antoine; Yeung, Natalie; Blokland, Kirsten; Wilkinson, Margaret; Kerr, Elizabeth N.; Guger, Sharon L.; Lovett, Maureen W.; Barr, Cathy L. – Journal of Learning Disabilities, 2022
Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. Nevertheless, studies have reported conflicting results as to the association between DD-ELD and the extent of current language…
Descriptors: Dyslexia, Language Impairments, Developmental Delays, Reading Difficulties
Bigozzi, Lucia; Tarchi, Christian; Pezzica, Sara; Pinto, Giuliana – Journal of Learning Disabilities, 2016
The strong differences in manifestation, prevalence, and incidence in dyslexia across languages invite studies in specific writing systems. In particular, the question of the role played by emergent literacy in opaque and transparent writing systems remains a fraught one. This research project tested, through a 4-year prospective cohort study, an…
Descriptors: Emergent Literacy, Models, Predictor Variables, Dyslexia
Olivera-Aguilar, Margarita; Millsap, Roger E. – Multivariate Behavioral Research, 2013
A common finding in studies of differential prediction across groups is that although regression slopes are the same or similar across groups, group differences exist in regression intercepts. Building on earlier work by Birnbaum (1979), Millsap (1998) presented an invariant factor model that would explain such intercept differences as arising due…
Descriptors: Statistical Analysis, Measurement, Prediction, Regression (Statistics)
Jerman, Olga; Reynolds, Chandra; Swanson, H. Lee – Learning Disability Quarterly, 2012
The present study investigated whether (a) growth patterns related to cognitive processing (working memory, updating, inhibition) differed in subgroups of children with reading disabilities (RD) and (b) growth in working memory (executive processing) predicted growth in other cognitive areas, such as reading and math. Seventy-three children (ages…
Descriptors: Reading Difficulties, Inhibition, Short Term Memory, Decoding (Reading)
Mesman, Glenn R.; Kibby, Michelle Y. – Journal of Learning Disabilities, 2011
The purpose of this study was to compare three variables in terms of how well they predict orthographic functioning. To this end, the authors examined the relative contributions of rapid automatic naming, exposure to print, and visual processing to a composite measure of orthographic functioning in a heterogeneous group of 8- to 12-year-old…
Descriptors: Reading Difficulties, Phonological Awareness, Vocabulary Development, Reading Ability
Hulslander, Jacqueline; Olson, Richard K.; Willcutt, Erik G.; Wadsworth, Sally J. – Scientific Studies of Reading, 2010
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated reading…
Descriptors: Reading Comprehension, Reading Difficulties, Spelling, Intelligence Quotient
Torppa, Minna; Georgiou, George; Salmi, Paula; Eklund, Kenneth; Lyytinen, Heikki – Scientific Studies of Reading, 2012
We examined the double-deficit hypothesis in Finnish. One hundred five Finnish children with high familial risk for dyslexia and 90 children with low family risk were followed from the age of 3 1/2 years until Grade 3. Children's phonological awareness, rapid naming speed, text reading, and spelling were assessed. A deficit in rapid automatized…
Descriptors: Reading Difficulties, Spelling, Phonological Awareness, Reading Rate
Gresham, Frank M.; Vellutino, Frank R. – Learning Disabilities Research & Practice, 2010
A fundamental assumption in the identification of specific learning disabilities (SLD) has been that the presence of a severe discrepancy between ability and academic achievement is a valid marker for the presence of a SLD. This assumption is based on the notion that discrepant low achievers constitute a unique group of children who are different…
Descriptors: Reading Difficulties, Intelligence Quotient, Learning Disabilities, Low Achievement
