Toward a Research-Based Assessment of Dyslexia: Using Cognitive Measures To Identify Reading Disabilities.

Bell, Sherry Mee; McCallum, R. Steve; Cox, Elizabeth A.

Notes FAQ Contact Us

Back to results

Peer reviewed

ERIC Number: EJ679490

Record Type: CIJE

Publication Date: 2003

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-2194

EISSN: N/A

Available Date: N/A

Toward a Research-Based Assessment of Dyslexia: Using Cognitive Measures To Identify Reading Disabilities.

Bell, Sherry Mee; McCallum, R. Steve; Cox, Elizabeth A.

Journal of Learning Disabilities, v36 n6 p505-16 Nov-Dec 2003

Elementary and middle school children (n=105) completed measures of reading achievement and cognitive abilities. Factor analysis produced three empirically and theoretically derived factors, auditory processing, visual processing/speed, and memory. Together the three factors combined predicted 61 to 85% of the variance associated with different reading achievement areas. The auditory processing factor was the strongest predictor. (Contains references.) (Author/DB)

Descriptors: Auditory Perception, Cognitive Ability, Cognitive Processes, Disability Identification, Dyslexia, Elementary Education, Factor Analysis, Memory, Middle Schools, Reading Achievement, Reading Difficulties, Research Utilization, Theory Practice Relationship, Visual Perception

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A