Maureen W Lovett
Biographic Data
| ID | 3529704 |
|---|---|
| NAME | Maureen W Lovett |
| GIVEN NAMES | Maureen W |
| FAMILY NAME | Lovett |
| SIGNATURE | LOVETT M W |
| AFFILIATIONS | Hospital for Sick Children |
| ORCID | 0000-0002-7556-8309 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories
There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of ch…
White matter correlates of reading subskills in children with and without reading disability
Language and reading impairments are associated with increased prevalence of non-right-handedness
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–…
Language Difficulties in School-Age Children With Developmental Dyslexia
Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. Nevertheless, studies have reported conflicting results as to the association between DD-ELD and the extent of current language difficulties in children with DD. To examine these relationships, we queried the parents of school-age …
How you read affects what you gain
graders) rely on two sources of information during an oral word reading task - print-speech correspondences and semantic imageability - before and after a phonologically-weighted intervention. We show that children who relied more on print-speech regularities and less on imageability pre-intervention had better intervention gains. In parallel, children who over the course of the intervention exhibited greater increases in their reliance on print-…
Effective intervention for adolescents with reading disabilities
Adolescents with reading disability (RD) participated in a randomized controlled trial evaluating the efficacy of a multiple-component reading intervention with motivational components (PHAST). A total of 514 youth in 6th, 7th, and 8th grade formed instructional groups (4–8) that were randomly assigned to one of three conditions—one of two PHAST interventions (additional comprehension or fluency training) or a remedial reading control condition. …
Reading‐Related Causal Attributions for Success and Failure
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school‐age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, an…
Orthographic processing efficiency in developmental dyslexia
Preparing teachers to remediate reading disabilities in high school
Reading fluency
Treating the core deficits of developmental dyslexia
Individuals with dyslexia have difficulty generalizing from word identification training. This study compared 2 firls of word identification to promote transfer of learning by children with dyslexia. Sixty-two children were randomly assigned to one of the training programs or to a study skills control program. One program trained phonological analysis and blending skills and provided direct instruction of letter-sound correspondences; the other t…
Sentential structure and the perceptual spans of two samples of disabled readers
The search for subtypes of specific reading disability
Sentential structure and the perceptual span in normal reading development
Treating the core deficits of developmental dyslexia
Individuals with dyslexia have difficulty generalizing from word identification training. This study compared 2 firls of word identification to promote transfer of learning by children with dyslexia. Sixty-two children were randomly assigned to one of the training programs or to a study skills control program. One program trained phonological analysis and blending skills and provided direct instruction of letter-sound correspondences; the other t…
Preparing teachers to remediate reading disabilities in high school
Sentential structure and the perceptual span in normal reading development
The search for subtypes of specific reading disability
Sentential structure and the perceptual span in normal reading development
Sentential structure and the perceptual spans of two samples of disabled readers
Treating the core deficits of developmental dyslexia
Individuals with dyslexia have difficulty generalizing from word identification training. This study compared 2 firls of word identification to promote transfer of learning by children with dyslexia. Sixty-two children were randomly assigned to one of the training programs or to a study skills control program. One program trained phonological analysis and blending skills and provided direct instruction of letter-sound correspondences; the other t…
Reading fluency
Preparing teachers to remediate reading disabilities in high school
Orthographic processing efficiency in developmental dyslexia
Reading‐Related Causal Attributions for Success and Failure
The present study investigated the relation among reading skills and attributions, naming speed, and phonological awareness across a wide range of reading skill. Participants were 1,105 school‐age children and youths from two understudied populations: African Americans and Hispanic Americans. Individual assessments of children ranging in age from 8 to 15 years were conducted for reading outcomes, cognitive and linguistic predictors of reading, an…
Effective intervention for adolescents with reading disabilities
Adolescents with reading disability (RD) participated in a randomized controlled trial evaluating the efficacy of a multiple-component reading intervention with motivational components (PHAST). A total of 514 youth in 6th, 7th, and 8th grade formed instructional groups (4–8) that were randomly assigned to one of three conditions—one of two PHAST interventions (additional comprehension or fluency training) or a remedial reading control condition. …
Language Difficulties in School-Age Children With Developmental Dyslexia
Developmental dyslexia (DD) is a common reading disability, affecting 5% to 11% of children in North America. Children classified as having DD often have a history of early language delay (ELD) or language impairments. Nevertheless, studies have reported conflicting results as to the association between DD-ELD and the extent of current language difficulties in children with DD. To examine these relationships, we queried the parents of school-age …
How you read affects what you gain
graders) rely on two sources of information during an oral word reading task - print-speech correspondences and semantic imageability - before and after a phonologically-weighted intervention. We show that children who relied more on print-speech regularities and less on imageability pre-intervention had better intervention gains. In parallel, children who over the course of the intervention exhibited greater increases in their reliance on print-…
White matter correlates of reading subskills in children with and without reading disability
Language and reading impairments are associated with increased prevalence of non-right-handedness
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–…
Empowering Schools to Implement Effective Research-Based Reading Remediation Delivers Long-Lasting Improvements to Children’s Reading Trajectories
There is a wide gap between what research evidence identifies as effective reading intervention and what is currently offered in schools. This effectiveness study reports the results of a long-term research/school system partnership that is implementing reading intervention for children with reading difficulties in Canadian community schools. In Study 1, growth-curve analyses revealed significant long-term shifts in the reading trajectories of ch…
Psychology (14 works) · Linguistics (12 works) · Reading and Literacy Development (12 works) · Developmental psychology (11 works) · Cognition (9 works) · Cognitive psychology (9 works) · Dyslexia (9 works) · Reading (process) (9 works) · Cognitive and developmental aspects of mathematical skills (7 works) · Reading comprehension (7 works)