Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability

Journal of Educational Psychology

Volumn 88, Issue 4, 1996, Pages 601-638

  Vellutino, Frank R ^b   Scanlon, Donna M ^c   Sipay, Edward R ^c   Small, Sheila G ^c   Chen, Rusan ^c   Pratt, Alice ^a   Denckla, Martha B ^c  

^a Niskayuna High School   (United States)

^b STATE UNIVERSITY OF NEW YORK   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030373845     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/0022-0663.88.4.601     Document Type: Article

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