Diagnosis and treatment of reading disabilities based on the component model of reading: An alternative to the discrepancy model of LD

Journal of Learning Disabilities

Volumn 41, Issue 1, 2008, Pages 67-84

  Aaron, P G ^a   Malatesha Joshi, R ^b   Gooden, Regina ^c   Bentum, Kwesi E ^d  

^a INDIANA STATE UNIVERSITY   (United States)

^b TEXAS A AND M UNIVERSITY   (United States)

^c St Thomas University

^d Bi County Special Education Cooperative   (United States)

Author keywords

Cognitive domain; Component model of reading; Comprehension strategy training; Differential diagnosis; Discrepancy model of learning disability; Ecological domain; Psychological domain; Word recognition training

Indexed keywords

ARTICLE; CHILD; CLINICAL TRIAL; COMPREHENSION; CONTROLLED CLINICAL TRIAL; CONTROLLED STUDY; DIFFERENTIAL DIAGNOSIS; DYSLEXIA; EDUCATIONAL STATUS; FEMALE; FOLLOW UP; HUMAN; INTELLIGENCE; LEARNING; MALE; MULTICENTER STUDY; PHONETICS; REACTION TIME; READING; SEMANTICS; SPEECH PERCEPTION; TEACHING;

CHILD; COMPREHENSION; DIAGNOSIS, DIFFERENTIAL; DYSLEXIA; EDUCATIONAL STATUS; FEMALE; FOLLOW-UP STUDIES; HUMANS; INTELLIGENCE; MALE; PHONETICS; REACTION TIME; READING; REMEDIAL TEACHING; SEMANTICS; SPEECH PERCEPTION; VERBAL LEARNING;

EID: 41749095403     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219407310838     Document Type: Article

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