The DOI matches its Crossref record; 67 of the 67 references it cites were found in a registry or an index.
Subgrouping Poor Readers on the Basis of Individual Differences in Reading-Related Abilities
Open accessAbstract
The present study investigated the use of the Reading Component Model to subgroup poor readers. A large sample of poor readers was identified in second grade and subgrouped on the basis of relative strengths and weaknesses in word recognition and listening comprehension. Although homogeneous subgroups were not identified, poor readers could be classified into four subgroups that differed significantly in reading-related abilities. Further analyses showed that poor readers' strengths and weaknesses in listening comprehension, and to a lesser extent in word recognition, were foreshadowed by their abilities on related kindergarten measures. Follow-up testing in the fourth grade indicated that poor readers' individual differences in word recognition and listening comprehension were consistent and that subgroups were moderately stable. The implications of these results for the assessment and remediation of reading disabilities are discussed.
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Cites
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Decoding, reading, and reading disability.
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Prevalence of Specific Language Impairment in Kindergarten Children
Tomblin, J. B., Records, N. L., Buckwalter, P., Zhang, X., Smith, E., & O’Brien, M. (1997) · Journal of Speech, Language, and Hearing Research · doi:10.1044/jslhr.4006.1245 · Cited by 2,288
Wechsler Individual Achievement Test
SMITH, D. R. (2001) · Handbook of Psychoeducational Assessment · doi:10.1016/b978-012058570-0/50008-2 · Cited by 1,414
Stanovich, K. E., & Siegel, L. S. (1994) · Journal of Educational Psychology · doi:10.1037//0022-0663.86.1.24 · Cited by 1,250
Wechsler Preschool and Primary Scale of Intelligence--Revised
Wechsler, D. (2018) · PsycTESTS Dataset · doi:10.1037/t48859-000 · Cited by 1,200
Test of Word Reading Efficiency
Dumont, R., & Willis, J. O. (2008) · Encyclopedia of Special Education · doi:10.1002/9780470373699.speced2080 · Cited by 1,133
Bishop, D. V. M., & Adams, C. (1990) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1990.tb00844.x · Cited by 1,064
Exposure to Print and Orthographic Processing
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Cited by
Specific reading disability (dyslexia): what have we learned in the past four decades?
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004) · Journal of Child Psychology and Psychiatry · doi:10.1046/j.0021-9630.2003.00305.x · Cited by 2,555
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading
Duke, N. K., & Cartwright, K. B. (2021) · Reading Research Quarterly · doi:10.1002/rrq.411 · Cited by 510
The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?
Florit, E., & Cain, K. (2011) · Educational Psychology Review · doi:10.1007/s10648-011-9175-6 · Cited by 406
Cain, K., & Oakhill, J. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219411410042 · Cited by 300
Aaron, P. G., Joshi, R. M., Gooden, R., & Bentum, K. E. (2008) · Journal of Learning Disabilities · doi:10.1177/0022219407310838 · Cited by 282
Metadata
- Authors
- Catts, H. W., Hogan, T. P., & Fey, M. E.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 2003-03
- Volume
- 36
- Issue
- 2
- Pages
- 151-164
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2153079195
- Cited by
- 361
- References
- 67
- FWCI
- 10.92
- Type
- journal article
- Language
- en
- Open access
- green
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
