CoChat
Sign Up
Cited by 10

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Variables that Predict the Potential Efficacy of Early Intervention in Reading in Down Syndrome

Robles-Bello, María Auxiliadora, Sánchez-Teruel, David, Camacho-Conde, José A.·2020·Psicología Educativa
DOI 10.5093/psed2020a1
Open this paper in CoChat — free account

Overview

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Integrity signals

Registry

Crossref · 10.5093/psed2020a1

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Verification

Claims the paper makes

The claims and statistics of this paper haven’t been checked yet.

Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.

A few free checks a day · papers already verified open instantly · results are public

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

The self-check needs the paper’s full text.

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 36

  1. Aguinaga, 2004, PLON-R Prueba de lenguaje oral de Navarra revisada de 3 a 6 años
  2. Baylis, 2012, Evaluation of a phonological reading programme for children with Down syndrome, Child Language Teaching and Therapy, 28, 39, 10.1177/0265659011414277 · DOI
  3. Bochner, 2001, A study of functional literacy skills in young adults with Down syndrome, International Journal of Disability, Development and Education, 48, 67, 10.1080/10349120120036314 · DOI
  4. Burgoyne, Duff, Clarke, Buckley, Snowling & Hulme, 2012, Efficacy of a reading and language intervention for children with Down syndrome: A randomized controlled trial, The Journal of Child Psychology and Psychiatry, 53, 1044, 10.1111/j.1469-7610.2012.02557.x · DOI
  5. Calero, 2010, Habilidades cognitivas, conducta y potencial de aprendizaje en preescolares con síndrome de Down [Cognitive skills, behavior and learning potential in preschoolers with Down syndrome], Electronic Journal of Research in Educational Psychology, 8, 87
  6. Flórez, 2015, Síndrome de Down: neurobiología, neuropsicología, salud mental
  7. Galeote, 2018, The acquisition of different classes of words in Spanish children with Down syndrome, Journal of Communication Disorders, 75, 10.1016/j.jcomdis.2018.07.001 · DOI
  8. IBM Corp, 2015, IBM SPSS statistics 23 for Windows
  9. Jarrold, 1999, Down syndrome and the phonological loop: The evidence for, and importance of, a specific verbal short-term memory deficit, Down’s Syndrome, Research and Practice, 6, 61, 10.3104/reviews.97 · DOI
  10. Jarrold, 2006, Working memory and neurodevelopmental disorders, 239
  11. Kay-Raining Bird, 2011, The Oxford handbook of intellectual disability and development, 184
  12. Kleinbaum, 1988, Applied regression analysis and other multivariable methods
  13. Laws, 2002, Relationship between reading, phonological skills, and language development in individuals with Down syndrome: A five-year follow-up study, Reading and Writing: An Interdiscipliary Journal, 15, 248, 10.1023/A:1016364126817 · DOI
  14. Lemons, 2010, Modeling response to reading intervention in children with Down syndrome: An examination of predictors of differential growth, Reading Research Quarterly, 45, 134, 10.1598/RRQ.45.2.1 · DOI
  15. Lemons, 2018, Personalized reading for children with Down syndrome, Journal of School Psychology, 66, 67, 10.1016/j.jsp.2017.07.006 · DOI
  16. Levorato, 2011, The role of verbal memory in reading text comprehensions of individuals with Down syndrome, American Journal of Intellectual and Developmental Disabilities, 116, 99, 10.1352/1944-7558-116.2.99 · DOI
  17. Lorenz, 1985, Reading and Down’s syndrome, British Journal of Special Education, 12, 65, 10.1111/j.1467-8578.1985.tb00608.x · DOI
  18. Marchal, 2016, Growing up with Down syndrome: Development from6 months to 10.7years, Research in Developmental Disabilities, 59, 437, 10.1016/j.ridd.2016.09.019 · DOI
  19. Mason-Apps, 2018, Longitudinal predictors of early language in infants with Down syndrome: A preliminary study, Research in Developmental Disabilities, 81, 37, 10.1016/j.ridd.2017.12.021 · DOI
  20. Mengoni, 2014, Learning to read new words in individuals with Down syndrome: Testing the role of phonological knowledge, Research in Developmental Disabilities, 35, 1098, 10.1016/j.ridd.2014.01.030 · DOI
  21. Naess, 2012, Reading skills in children with Down syndrome: A meta-analytic review, Research in Developmental Disabilities, 33, 737, 10.1016/j.ridd.2011.09.019 · DOI
  22. Palant, 2007, SPSS survival manual. A step by step guide to data analysis using SPSS for Windows third edition
  23. Portellano, 2002, Infantile Neuropsychological Maturity Questionnaire
  24. Ratz, 2013, Do students with Down síndrome have a specific learning profile for reading?, Research in Developmental Disabilities, 34, 4504, 10.1016/j.ridd.2013.09.031 · DOI
  25. Robles-Bello, 2013, Early childhood intervention in Spain, Papeles del Psicólogo, 34, 132
  26. Robles-Bello, 2018, Casos clínicos en centros de desarrollo de atención temprana. Servicios integrados en los ámbitos de salud, educación y social
  27. Robles-Bello, 2017, Cognitive and psycholinguistic profile and its relationship with reading and writing in a preschool with Down syndrome, Revista Iberoamericana de Diagnóstico y Evaluación – e Avaliação Psicológica. RIDEP, 47, 125, 10.21865/RIDEP47.2.09 · DOI
  28. Roch, 2011, A follow-up study on reading comprehension in Down syndrome: The role of reading skills and listening comprehension, International Journal of Language and Communication Disorders, 46, 231, 10.3109/13682822.2010.487882 · DOI
  29. Roch, 2012, A follow-up study on word and non-word reading skills in Down syndrome, Journal of Communication Disorders, 45, 121, 10.2016/j.jcomdis-2011.11.001 · DOI
  30. Roch, 2010, Idiom understanding in children and adolescents with down syndrome: The role of text comprehension skills, Applied Psycholonguistics, 31, 530, 10.1017/S014271641000010X · DOI
  31. Mooi, 2011, A concise guide to market research: The process, data, and methods using IBM SPSS statistics, 10.1007/978-3-642-12541-6 · DOI
  32. Schnorr, 2011, Intensive Reading instruction for learners with developmental disabilities, The Reading Teacher, 65, 35, 10.1598/RT.65.1.5 · DOI
  33. Sloper, 1990, Factors related to the academic attainments of children with Down’s syndrome, British Journal of Educational Psychology, 60, 284, 10.1111/j.2044-8279.1990.tb00945.x · DOI
  34. Torppa, 2016, Examining the simple view of reading in a transparent orthography: A longitudinal study from kindergarten to grade 3, Merrill-PalMer Quarterly, 62, 179, 10.13110/merrpalmquar1982.62.2.0179 · DOI
  35. Valencia, 2017, Learning potential and cognitive abilities in preschool boys with fragile X and Down syndrome, Research in Developmental Disabilities, 60, 153, 10.1016/j.ridd.2016.12.001 · DOI
  36. Wechsler, 2014, Manual for the Wechsler preschool and primary scale of intelligence

Metadata

Authors
Robles-Bello, M. A., Sánchez-Teruel, D., & Camacho-Conde, J. A.
Venue
Psicología Educativa
Publisher
Colegio Oficial de Psicologos de Madrid
Published
2020-05
Volume
26
Issue
2
Pages
95-100
ISSN
  • 1135-755X
  • 2174-0526
DOI
10.5093/psed2020a1
Cited by
10
References
2
Language
en

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review