Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Psychology
Multiple Component Remediation Of Developmental Reading Disabilities: A Controlled Factorial Evaluation Of The Influence Of Iq, Socioeconomic Status, And Race On Outcomes, Robin Morris, Maureen Lovett, Maryanne Wolf, Rose Sevcik, Karen Steinbach, Jan Frijters, Marla B. Shapiro
Multiple Component Remediation Of Developmental Reading Disabilities: A Controlled Factorial Evaluation Of The Influence Of Iq, Socioeconomic Status, And Race On Outcomes, Robin Morris, Maureen Lovett, Maryanne Wolf, Rose Sevcik, Karen Steinbach, Jan Frijters, Marla B. Shapiro
Psychology Faculty Publications
Results from a controlled evaluation of remedial reading interventions are reported: 279 young disabled readers were randomly assigned to a program according to a 2 × 2 × 2 factorial design (IQ, socioeconomic status [SES], and race). The effectiveness of two multiple-component intervention programs for children with reading disabilities (PHAB + RAVE-O; PHAB + WIST) was evaluated against alternate (CSS, MATH) and phonological control programs. Interventions were taught an hour daily for 70 days on a 1:4 ratio at three different sites. Multiple-component programs showed significant improvements relative to control programs on all basic reading skills after 70 hours and …
Neurocognitive Predictors Of Reading Outcomes For Children With Reading Disabilities, Jan Frijters, Maureen Lovett, Karen Steinbach, Maryanne Wolf, Rose Sevcik, Robin D. Morris
Neurocognitive Predictors Of Reading Outcomes For Children With Reading Disabilities, Jan Frijters, Maureen Lovett, Karen Steinbach, Maryanne Wolf, Rose Sevcik, Robin D. Morris
Psychology Faculty Publications
This study reports on several specific neurocognitive process predictors of reading outcomes for a sample of 278 children with reading disabilities. Three categories of response (i.e., poor, average, and good) were formed via growth curve models of six reading outcomes. Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the …
The Varieties Of Pathways To Dysfluent Reading Comparing Subtypes Of Children With Dyslexia At Letter, Word, And Connected Text Levels Of Reading, Maryanne Wolf, Robin Morris, Maureen Lovett, Tami Katzir, Young-Suk Kim
The Varieties Of Pathways To Dysfluent Reading Comparing Subtypes Of Children With Dyslexia At Letter, Word, And Connected Text Levels Of Reading, Maryanne Wolf, Robin Morris, Maureen Lovett, Tami Katzir, Young-Suk Kim
Psychology Faculty Publications
The majority of work on the double-deficit hypothesis (DDH) of dyslexia has been done at the letter and word levels of reading. Key research questions addressed in this study are (a) do readers with different subtypes of dyslexia display differences in fluency at particular reading levels (e.g., letter, word, and connected text)? and (b) do children with dyslexia identified by either low-achievement or ability–achievement discrepancy criteria show similar differences when classified by the DDH? To address these questions, the authors assessed a sample of 158 children with severe reading impairments in second and third grades on an extensive battery and …