The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Model
Abstract
A coherent conception of dyslexia has been difficult to arrive at because research findings have continually created logical paradoxes for the psychometric definition of reading disability. This paper develops the phonological-core variable-difference model. This model of the cognitive characteristics of dyslexic children is one of the few that does not create psychometric paradoxes of the type that have plagued the learning disabilities field. The model provides a way to conceptualize the differences between dyslexic and garden-variety poor readers. The model highlights the importance of viewing the concept of dyslexia as the outcome of the application of an arbitrary criterion in a continuous distribution, thus avoiding the connotations of discreteness that have continually undermined our understanding of reading disability.
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Cites
Fodor, J. A. (1983) · doi:10.7551/mitpress/4737.001.0001 · Cited by 7,734
Decoding, reading, and reading disability.
Gough, P. B., & Tunmer, W. E. (1986) · Remedial and Special Education · doi:10.1177/074193258600700104 · Cited by 3,972
The nature of phonological processing and its causal role in the acquisition of reading skills
Wagner, R. K., & Torgesen, J. K. (1987) · Psychological Bulletin · doi:10.1037/0033-2909.101.2.192 · Cited by 3,303
Rapid “automatized” naming (R.A.N.): Dyslexia differentiated from other learning disabilities
Denckla, M. B., & Rudel, R. G. (1976) · Neuropsychologia · doi:10.1016/0028-3932(76)90075-0 · Cited by 1,457
THE IDENTIFICATION AND PREVALENCE OF SPECIFIC READING RETARDATION
RODGERS, B. (1983) · British Journal of Educational Psychology · doi:10.1111/j.2044-8279.1983.tb02570.x · Cited by 134
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
Phonological recoding and self-teaching: sine qua non of reading acquisition
Share, D. L. (1995) · Cognition · doi:10.1016/0010-0277(94)00645-2 · Cited by 2,352
From single to multiple deficit models of developmental disorders
PENNINGTON, B. (2006) · Cognition · doi:10.1016/j.cognition.2006.04.008 · Cited by 1,167
Share, D. L. (2008) · Psychological Bulletin · doi:10.1037/0033-2909.134.4.584 · Cited by 1,022
Longitudinal Studies of Phonological Processing and Reading
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994) · Journal of Learning Disabilities · doi:10.1177/002221949402700503 · Cited by 932
Metadata
- Authors
- Stanovich, K. E.
- Venue
- Journal of Learning Disabilities
- Publisher
- SAGE Publications
- Published
- 1988-12
- Volume
- 21
- Issue
- 10
- Pages
- 590-604
- ISSN
- 0022-2194 (ISSN-L)
- 1538-4780
- OpenAlex
- W2128091892
- Cited by
- 1,077
- References
- 5
- FWCI
- 25.99
- Type
- journal article
- Language
- en
- Open access
- closed
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- Stanovich, K. E. (1988). Explaining the Differences Between the Dyslexic and the Garden-Variety Poor Reader: The Phonological-Core Variable-Difference Model. Journal of Learning Disabilities. https://doi.org/10.1177/002221948802101003
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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