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Predicting Reading Growth with Event-Related Potentials: Thinking Differently about Indexing "Responsiveness"
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Lemons, Christopher J.; Key, Alexandra P. F.; Fuchs, Douglas; Yoder, Paul J.; Fuchs, Lynn S.; Compton, Donald L.; Williams, Susan M.; Bouton, Bobette – Learning and Individual Differences, 2010
The purpose of this study was to determine if event-related potential (ERP) data collected during three reading-related tasks (Letter Sound Matching, Nonword Rhyming, and Nonword Reading) could be used to predict short-term reading growth on a curriculum-based measure of word identification fluency over 19 weeks in a sample of 29 first-grade…
Descriptors: Reading Strategies, Diagnostic Tests, Reading Skills, Task Analysis
Tracking Children Who Fly below the Radar: Latent Transition Modeling of Students with Late-Emerging Reading Disability
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Compton, Donald L.; Fuchs, Douglas; Fuchs, Lynn S.; Elleman, Amy M.; Gilbert, Jennifer K. – Learning and Individual Differences, 2008
The purpose of this study was to examine (1) the stability of latent classes associated with reading disability (RD) and typical development (TD) across time, (2) the importance of speeded word recognition as a latent class indicator of RD and TD, and (3) possible early indicators of students with late-emerging RD. Analyses were based on a…
Descriptors: Listening Comprehension, Reading Fluency, Sight Vocabulary, Word Recognition