Phenotypic performance profile of children with reading disabilities
A regression-based test of the phonological-core variable-difference model.
Bibliographic Data
| ID | 23323773 |
|---|---|
| Authors | Keith E Stanovich (0000-0001-7395-329X, Institute for Christian Studies), Linda S Siegel (0000-0001-7500-5189) |
| Year | 1994 |
| Volume | 86 |
| Issue | 1 |
| Pages | 24-53 |
| Publication date | 1994-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0022-0663 • E-ISSN: 1939-2176 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/0022-0663.86.1.24 |
| OpenAlex | W2054851453 |
| Language | EN |
| Citations received | 111 |
| References cited | 42 |
In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those without discrepancy. Children were compared on a varied set of phonological, orthographic, memory, and language processing tasks. The results indicated that cognitive differences between these 2 groups of poor readers all reside outside of the word recognition module
Developmental psychology · Linguistics · Reading (process) · Regression · Regression analysis · Statistics · Test (biology) · Variable (mathematics) · Cognitive and developmental aspects of mathematical skills · Language Development and Disorders · Mathematics · Psychology · Reading and Literacy Development
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On the Anglocentricities of current reading research and practice
Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability
Children's reading impairments
The nonword-reading deficit of disabled readers
Test of the Definition of Learning Disability Based on the Difference between IQ and Achievement
Assessment of Intellectual Functioning
Managerial cognitive capabilities and the microfoundations of dynamic capabilities
Cognitive profiles of difficult-to-remediate and readily remediated poor readers
The double-deficit hypothesis for the developmental dyslexias.
Are first- and second-language factors related in predicting second-language reading comprehension? A study of Spanish-speaking children acquiring English as a second language from first to second grade.
The role of instruction in learning to read
Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading
Outcomes of an emergent literacy intervention in Head Start.
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How Psychological Science Informs the Teaching of Reading
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Intensive Remedial Instruction for Children with Severe Reading Disabilities
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A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments
Are Specific Language Impairment and Dyslexia Distinct Disorders?
A definition of dyslexia
Working memory in children with reading disabilities
Estimating the Risk of Future Reading Difficulties in Kindergarten Children
Language Deficits in Poor Comprehenders
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Test of the Definition of Learning Disability Based on the Difference Between Iq and Achievement
Operationalization, validation, and universalization of the 2025 IDA definition of dyslexia
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Rate-disabled versus accuracy-disabled subtypes of dyslexia
Defining and understanding dyslexia
Decoding of speech information using EEG in children with dyslexia
Does Dynamic Assessment Offer An Alternative Approach to Identifying Reading Disorder? A Systematic Review
Toward a consensus on dyslexia
Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade
Examining the role of the visuospatial sketchpad in children's math calculation skills using Baddeley and Hitch's model of working memory
Teachers’ Perception of the Relationship With Pupils Having Specific Learning Disabilities
Biologising reading problems
Cross-Linguistic Transfer of Phonological Processing
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The impacts of an early mathematics curriculum on oral language and literacy
Implicit learning deficits among adults with developmental dyslexia
Phono-GraphixTM
The impact of environmental factors on components of reading and dyslexia
Reading in French-speaking adults with dyslexia
Evidence for phonological processing deficits in less-skilled readers
Subtypes of reading disability in a shallow orthography
Orthographic processing efficiency in developmental dyslexia
Does third grade discrepancy status predict the course of reading development
What time may tell
Phonological processing and emergent literacy in Spanish-speaking preschool children
Toward a definition of dyslexia
Pre-service teachers’ knowledge of phonemic awareness
Reading difficulties in Spanish adults with dyslexia
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Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities
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Assessing preschoolers’ emergent literacy skills in English and Spanish with the Get Ready to Read! screening tool
Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia
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Thoughts on the Definition of Dyslexia
Reading fluency
What type of computer-assisted exercise supports young less skilled spellers in resolving problems in open and closed syllable words
Teachers’ acquisition of knowledge about English word structure
Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning
Teachers’ literacy-related knowledge and self-perceptions in relation to preparation and experience
Phonological processing and emergent literacy in younger and older preschool children
Reading fluency
Slower implicit categorical learning in adult poor readers
Identification of vowel speech sounds by skilled and less skilled readers and the relation with vowel spelling
Developmental dyslexia
Is dyslexia a form of specific language impairment? a comparison of dyslexic and language impaired children as adolescents
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Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities
Phonological awareness predicts activation patterns for print and speech
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Continuity in children’s literacy achievements
The comprehensive language approach to early literacy
Promoting Academic and Social-Emotional School Readiness
Not just phonology
A similarity-based memory retrieval model to orthographic processing
The Mismeasure of Learning Disability
Phonological and Orthographic Coding Skills in Adult Readers
A Call for Equity in Reading Instruction for All Students
Separating the Different Domains of Reading Intervention Programs
Age of cochlear implantation and ASL skill impact literacy development
A review of comprehension subskills
The role and importance of lower-level processes in second language reading
Developmental Trajectories of Phonological Information Processing in Upper Elementary Students With Reading or Spelling Disabilities
Phonological Awareness Materials in Utah Kindergartens
Introduction to response to intervention
How the Science of Reading Informs 21st‐Century Education
Becoming a fluent and automatic reader in the early elementary school years
A transactional perspective on reading difficulties and Response to Intervention
Development of emergent literacy and early reading skills in preschool children
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
Scientific Realism and the Plasticity of Mind
Rhyme and Reason in Reading and Spelling
Operational efficiency and the growth of short-term memory span
Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader
Difficulties in auditory organisation as a possible cause of reading backwardness
Individual differences in working memory and reading
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
A distributed, developmental model of word recognition and naming.
Decoding, Reading, and Reading Disability
The Modularity of Mind
The right and wrong places to look for the cognitive locus of reading disability
The association between comprehension of spoken sentences and early reading ability
Concepts in developmental theories of reading skill
Strengths and weaknesses of the reading level design
The Nonword Reading Deficit in Developmental Dyslexia
Handbook of Psycholinguistics
Matthew Effects in Reading
Effects of a Training Program for Stimulating Skills in Word Analysis in First-Grade Children
Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children
Exposure to Print and Orthographic Processing
The Development of Grammatical Sensitivity and Its Relationship to Early Reading Achievement
Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling
Discrepancy Definitions of Reading Disability
The Role of Orthographic Processing Skills on Five Different Reading Tasks
Phonemic Processing and the Poor Reader from a Developmental Lag Viewpoint
The Word Recognition and Spelling of Dyslexic Children
Developmental Changes in the Cognitive Correlates of Reading Ability and the Developmental Lag Hypothesis
Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children
Word-recognition skills of adults with childhood diagnoses of dyslexia
Short-term memory processes in children with reading and arithmetic learning disabilities
Persistence of dyslexics' phonological awareness deficits
Development of reading-related phonological processing abilities
Development of young children's phonological and orthographic knowledge as revealed by their spellings
Orthographic and phonetic coding in developmental dyslexia
Phonological similarity effects, memory span and developmental reading disorders
Dyslexia
Specification searches in covariance structure modeling
A Prospective Study of the Relationship between Specific Language Impairment, Phonological Disorders and Reading Retardation
The nature of phonological processing and its causal role in the acquisition of reading skills
Reading level design
| Unique citing works | 111 |
|---|---|
| Citations per year | 3,47 |
| Citation span | 1994 - 2026 (33) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 103 |