The varieties of pathways to dysfluent reading: Comparing subtypes of children with dyslexia at letter, word, and connected text levels of reading

Journal of Learning Disabilities

Volumn 41, Issue 1, 2008, Pages 47-66

  Katzir, Tami ^a   Kim, Young Suk ^b,f   Wolf, Maryanne ^c   Morris, Robin ^d   Lovett, Maureen W ^e  

^a UNIVERSITY OF HAIFA   (Israel)

^b FLORIDA STATE UNIVERSITY   (United States)

^c TUFTS UNIVERSITY   (United States)

^d GEORGIA STATE UNIVERSITY   (United States)

^e UNIVERSITY OF TORONTO   (Canada)

^f FLORIDA STATE UNIVERSITY   (United States)

Author keywords

Classification; Connected text; Double Deficit Hypothesis; Dyslexia; Early identification intervention; Fluency; Naming speed; Phonological processing

Indexed keywords

APTITUDE; ARTICLE; CHILD; CLASSIFICATION; CLINICAL TRIAL; DYSLEXIA; EARLY DIAGNOSIS; EDUCATION; EDUCATIONAL STATUS; FEMALE; HUMAN; LEARNING; MALE; MULTICENTER STUDY; PHONETICS; PSYCHOLOGICAL ASPECT; SEMANTICS; WECHSLER INTELLIGENCE SCALE;

APTITUDE; CHILD; DYSLEXIA; EARLY DIAGNOSIS; EDUCATION, SPECIAL; EDUCATIONAL STATUS; FEMALE; HUMANS; MALE; PHONETICS; SEMANTICS; VERBAL LEARNING; WECHSLER SCALES;

EID: 41749116166     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219407311325     Document Type: Article

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