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Prediction and Stability of Reading Problems in Middle Childhood
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Ritchey, Kristen D.; Silverman, Rebecca D.; Schatschneider, Christopher; Speece, Deborah L. – Journal of Learning Disabilities, 2015
The longitudinal prediction of reading problems from fourth grade to sixth grade was investigated with a sample of 173 students. Reading problems at the end of sixth grade were defined by significantly below average performance (= 15th percentile) on reading factors defining word reading, fluency, and reading comprehension. Sixth grade poor reader…
Descriptors: Prediction, Reading Difficulties, Reading Skills, Grade 4
Do Different Components of Working Memory Underlie Different Subgroups of Reading Disabilities?
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Swanson, H. Lee; Howard, Crystal B.; Saez, Leilani – Journal of Learning Disabilities, 2006
The purpose of this study was to determine the components of working memory (WM) that underlie less skilled readers' comprehension and word recognition difficulties. Performance of 3 less skilled reading subgroups--children with reading disabilities (RD) in both word recognition and comprehension; children with comprehension deficits only; and…
Descriptors: Word Recognition, Short Term Memory, Reading Difficulties, Reading Comprehension
Relationship of Rapid Automatized Naming and Phonological Awareness in Early Reading Development: Implications for the Double-Deficit Hypothesis.
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Schatschneider, Christopher; Carlson, Coleen D.; Francis, David J.; Foorman, Barbara R.; Fletcher, Jack M. – Journal of Learning Disabilities, 2002
A study involving 1,123 children investigated the relationship between naming speed and phonological awareness skills and the implications for the classification of children at risk of reading disability. Results found a positive correlation between naming speed and phonological awareness and indicate this relationship will affect any comparison…
Descriptors: Classification, Disability Identification, Educational Diagnosis, Elementary Education