Dysfluency-Fluency: Implications of a New Cognitive Style for Reading Consultation.

Aaron, P. G.; Whitefield, James

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Peer reviewed

ERIC Number: EJ423031

Record Type: Journal

Publication Date: 1990

Pages: N/A

Abstractor: N/A

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ISSN: ISSN-0748-7630

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Dysfluency-Fluency: Implications of a New Cognitive Style for Reading Consultation.

Aaron, P. G.; Whitefield, James

Journal of Reading, Writing, and Learning Disabilities International, v6 n4 p395-411 Oct-Dec 1990

This paper presents a cognitive style termed "dysfluency-fluency," illustrates the style with two case studies, and contrasts the dysfluent cognitive style with specific reading disability. Assessment procedures are outlined, and a rationale for considering dysfluency-fluency as a style distinguished from reflectivity-impulsivity is presented. (JDD)

Descriptors: Case Studies, Cognitive Processes, Cognitive Style, Conceptual Tempo, Educational Diagnosis, Elementary Secondary Education, Evaluation Methods, Handicap Identification, Reading Difficulties, Student Evaluation

Publication Type: Journal Articles; Opinion Papers; Guides - Non-Classroom

Education Level: N/A

Audience: Practitioners

Language: English

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Authoring Institution: N/A

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