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Direct linkLovett, Maureen W.; Frijters, Jan C.; Wolf, Maryanne; Steinbach, Karen A.; Sevcik, Rose A.; Morris, Robin D. – Journal of Educational Psychology, 2017
Across multiple schools and sites, the impact of grade-at-intervention was evaluated for children at risk or meeting criteria for reading disabilities. A multiple-component reading intervention with demonstrated efficacy was offered to small groups of children in 1st, 2nd, or 3rd grade. In a quasi-experimental design, 172 children received the…
Descriptors: Early Intervention, At Risk Students, Reading Difficulties, Instructional Program Divisions
Miller, Meghan; Hanford, Russell B.; Fassbender, Catherine; Duke, Marshall; Schweitzer, Julie B. – Journal of Attention Disorders, 2011
Objective: This study compared affect recognition abilities between adults with and without ADHD. Method: The sample consisted of 51 participants (34 men, 17 women) divided into 3 groups: ADHD-combined type (ADHD-C; n = 17), ADHD-predominantly inattentive type (ADHD-I; n = 16), and controls (n = 18). The mean age was 34 years. Affect recognition…
Descriptors: Control Groups, Attention Deficit Hyperactivity Disorder, Adults, Affective Behavior
Jones, Manon W.; Branigan, Holly P.; Kelly, M. Louise – Dyslexia, 2008
Developmental dyslexia is often characterized by a visual deficit, but the nature of this impairment and how it relates to reading ability is disputed ("Brain" 2003; "126": 841-865). In order to investigate this issue, we compared groups of adults with and without dyslexia on the Ternus, visual-search and symbols tasks.…
Descriptors: Dyslexia, Correlation, Visual Perception, Reading Ability
