The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and Syntax
Open accessAbstract
A comprehensive cognitive appraisal of elementary school children with learning disabilities showed that within the language sphere, deficits associated with reading disability are selective Phonological deficits consistently accompany reading problems whether they occur in relatively pure form or in the presence of coexisting attention deficit or arithmetic disability Although reading-disabled children were also deficient in production of morphologically related forms, this difficulty stemmed in large part from the same weakness in the phonological component that underlies reading disability In contrast, tests of syntactic knowledge did not distinguish reading-disabled children from those with other cognitive disabilities, nor from normal children after covarying for intelligence
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Citations
Cites
Diagnostic and Statistical Manual of Mental Disorders
American Psychiatric Association (2022) · doi:10.1176/appi.books.9780890425787 · Cited by 23,476
Sources of individual differences in reading acquisition.
Share, D. L., Jorm, A. F., Maclean, R., & Matthews, R. (1984) · Journal of Educational Psychology · doi:10.1037//0022-0663.76.6.1309 · Cited by 613
Development of young readers' phonological processing abilities.
Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993) · Journal of Educational Psychology · doi:10.1037/0022-0663.85.1.83 · Cited by 516
Cited by
Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003) · Annals of Dyslexia · doi:10.1007/s11881-003-0001-9 · Cited by 1,914
Self-citationMuter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004) · Developmental Psychology · doi:10.1037/0012-1649.40.5.665 · Cited by 1,084
Nagy, W., Berninger, V. W., & Abbott, R. D. (2006) · Journal of Educational Psychology · doi:10.1037/0022-0663.98.1.134 · Cited by 897
Functional disruption in the organization of the brain for reading in dyslexia
Shaywitz, S. E., Shaywitz, B. A., Pugh, K. R., Fulbright, R. K., Constable, R. T., Mencl, W. E., Shankweiler, D. P., Liberman, A. M., Skudlarski, P., Fletcher, J. M., et al. (1998) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.95.5.2636 · Cited by 872
Self-citationDEACON, S. H., & KIRBY, J. R. (2004) · Applied Psycholinguistics · doi:10.1017/s0142716404001110 · Cited by 681
Metadata
- Authors
- Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E., & Shaywitz, B. A.
- Venue
- Psychological Science
- Publisher
- SAGE Publications
- Published
- 1995-05
- Volume
- 6
- Issue
- 3
- Pages
- 149-156
- ISSN
- 0956-7976 (ISSN-L)
- 1467-9280
- OpenAlex
- W2143602081
- Cited by
- 388
- References
- 3
- FWCI
- 42.98
- Type
- journal article
- Language
- en
- Open access
- green
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- The paper
- Shankweiler, D., Crain, S., Katz, L., Fowler, A. E., Liberman, A. M., Brady, S. A., Thornton, R., Lundquist, E., Dreyer, L., Fletcher, J. M., Stuebing, K. K., Shaywitz, S. E., & Shaywitz, B. A. (1995). Cognitive Profiles of Reading-Disabled Children: Comparison of Language Skills in Phonology, Morphology, and Syntax. Psychological Science. https://doi.org/10.1111/j.1467-9280.1995.tb00324.x
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