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Peer reviewedWood, Frank B.; Felton, Rebecca H. – Topics in Language Disorders, 1994
This 5-year study compared 204 first graders, 60 poor reading third graders, and 105 adults who had been evaluated for reading problems in childhood. Results suggest that attention deficit disorder has no impact on the development of word identification skills but does affect long-term educational outcomes. Phonological decoding and rapid naming…
Descriptors: Adults, Attention Deficit Disorders, Decoding (Reading), Longitudinal Studies
Peer reviewedBall, Eileen Wynne – Topics in Language Disorders, 1997
Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding…
Descriptors: Beginning Reading, Decoding (Reading), Followup Studies, Intervention
Direct linkSnowling, Margaret J.; Hayiou-Thomas, Marianna E. – Topics in Language Disorders, 2006
D. V. M. Bishop and M. J. Snowling (2004) proposed that 2 dimensions of language are required to conceptualize the relationship between dyslexia and specific language impairment: phonological skills and wider language skills beyond phonology (grammatical, semantic, and pragmatic skills). In this article, we discuss the commonalities between…
Descriptors: Phonology, Language Skills, Environmental Influences, Reading Comprehension
Roberts, Jenny A.; Scott, Kathleen A. – Topics in Language Disorders, 2006
The Simple View of Reading (P. B. Gough & W. Tunmer, 1986; W. A. Hoover & P. B. Gough, 1990) provides a 2-component model of reading. Each of these 2 components, decoding and comprehension, is necessary for normal reading to occur. The Simple View of Reading provides a relatively transparent model that can be used by professionals not only to…
Descriptors: Written Language, Reading Difficulties, Language Skills, Intervention
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