Anna E Middleton
Biographic Data
| ID | 9328473 |
|---|---|
| NAME | Anna E Middleton |
| GIVEN NAMES | Anna E |
| FAMILY NAME | Middleton |
| SIGNATURE | MIDDLETON A E |
| AFFILIATIONS | Texas Scottish Rite Hospital for Children |
| ORCID | 0000-0003-3775-3316 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Bridging Accessibility Gaps in Dyslexia Intervention
Dyslexia is a highly prevalent learning disability characterized by deficits in specific cognitive and linguistic skills which impair accurate and fluent reading of written words. Intensive, comprehensive, multicomponent interventions are effective in improving outcomes for students with dyslexia, but effective curriculum delivery has traditionally required an educator with substantial training. Many school systems lack sufficient staff with this…
English learners with dyslexia benefit from English dyslexia intervention
Introduction Learning to read when the language of the curriculum differs from one’s home language can pose unique challenges. For example, compared to the language spoken at home, the learner may be less familiar with the sound structure and have relatively limited word knowledge in the language of instruction. In the United States, English is the primary language of reading instruction for students who are English Proficient (EP) and for Englis…
Predicting Satisfaction of Parents of Pediatric Patients
This research investigated the predictors of satisfaction for parents of pediatric patients after a clinical consultation. Specifically, we assessed whether perceptions of their provider’s communication quality influenced the degree to which their (dis)satisfaction with consultation length associated with their provider rating and intent to recommend the provider’s office. Using patient satisfaction survey data collected after initial clinical vi…
Dyslexia in the 21st century
Predicting and Evaluating Treatment Response
Great strides have been made in the development of effective methods of instruction for children with dyslexia. However, individual response to treatment varies, and weaknesses persist for some students with dyslexia despite otherwise effective instruction. Continued efforts are needed to support the prospective identification of poor response, particularly in routine intervention settings. The current study addressed whether indicators of dyslex…
Characteristics of Students Identified With Dyslexia Within the Context of State Legislation
All but seven U.S. states have laws that govern some aspects of dyslexia screening, intervention, or teacher training in public schools. However, in the three states that mandate child-level reporting, data indicate lower than expected rates of dyslexia identification when compared with commonly accepted dyslexia prevalence rates. To better understand this apparent mismatch, this study explores factors that might predict the school-assigned ident…
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Characteristics of Students Identified With Dyslexia Within the Context of State Legislation
All but seven U.S. states have laws that govern some aspects of dyslexia screening, intervention, or teacher training in public schools. However, in the three states that mandate child-level reporting, data indicate lower than expected rates of dyslexia identification when compared with commonly accepted dyslexia prevalence rates. To better understand this apparent mismatch, this study explores factors that might predict the school-assigned ident…
Predicting and Evaluating Treatment Response
Great strides have been made in the development of effective methods of instruction for children with dyslexia. However, individual response to treatment varies, and weaknesses persist for some students with dyslexia despite otherwise effective instruction. Continued efforts are needed to support the prospective identification of poor response, particularly in routine intervention settings. The current study addressed whether indicators of dyslex…
English learners with dyslexia benefit from English dyslexia intervention
Introduction Learning to read when the language of the curriculum differs from one’s home language can pose unique challenges. For example, compared to the language spoken at home, the learner may be less familiar with the sound structure and have relatively limited word knowledge in the language of instruction. In the United States, English is the primary language of reading instruction for students who are English Proficient (EP) and for Englis…
Predicting Satisfaction of Parents of Pediatric Patients
This research investigated the predictors of satisfaction for parents of pediatric patients after a clinical consultation. Specifically, we assessed whether perceptions of their provider’s communication quality influenced the degree to which their (dis)satisfaction with consultation length associated with their provider rating and intent to recommend the provider’s office. Using patient satisfaction survey data collected after initial clinical vi…
Dyslexia in the 21st century
Bridging Accessibility Gaps in Dyslexia Intervention
Dyslexia is a highly prevalent learning disability characterized by deficits in specific cognitive and linguistic skills which impair accurate and fluent reading of written words. Intensive, comprehensive, multicomponent interventions are effective in improving outcomes for students with dyslexia, but effective curriculum delivery has traditionally required an educator with substantial training. Many school systems lack sufficient staff with this…
Dyslexia (4 works) · Psychology (4 works) · Reading and Literacy Development (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Attention Deficit Hyperactivity Disorder (2 works) · Curriculum (2 works) · Advertising (1 work) · Assistive Technology in Communication and Mobility (1 work) · Business (1 work) · Clinical Psychology (1 work)