The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities

Journal of Speech, Language, and Hearing Research

Volumn 50, Issue 4, 2007, Pages 1093-1109

  Wise, Justin C ^a   Sevcik, Rose A ^a   Morris, Robin D ^a   Lovett, Maureen W ^b   Wolf, Maryanne ^c  

^a GEORGIA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF TORONTO   (Canada)

^c TUFTS UNIVERSITY   (United States)

Author keywords

Dyslexia; Elementary school pupils; Phonology; Receptive language; Written comprehension disorders

Indexed keywords

ADOLESCENT; ARTICLE; CHILD; COMPREHENSION; DYSLEXIA; EXPRESSIVE VOCABULARY; FEMALE; HEARING; HUMAN; LANGUAGE ABILITY; LINGUISTICS; MAJOR CLINICAL STUDY; MALE; METHODOLOGY; PHONETICS; READING; RECEPTIVE VOCABULARY; STRUCTURAL EQUATION MODELING; WECHSLER INTELLIGENCE SCALE; WORD IDENTIFICATION SKILL; LANGUAGE; PATHOPHYSIOLOGY; PSYCHOLOGICAL MODEL; SPEECH PERCEPTION;

CHILD; DYSLEXIA; FEMALE; HUMANS; LANGUAGE; MALE; MODELS, PSYCHOLOGICAL; PHONETICS; READING; SPEECH PERCEPTION; VOCABULARY;

EID: 34548559332     PISSN: 10924388     EISSN: None     Source Type: Journal    
DOI: 10.1044/1092-4388(2007/076)     Document Type: Article

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