Multiple-component remediation for developmental reading disabilities: Iq, socioeconomic status, and race as factors in remedial outcome

Journal of Learning Disabilities

Volumn 45, Issue 2, 2012, Pages 99-127

  Morris, Robin D ^a   Lovett, Maureen W ^b   Wolf, Maryanne ^c   Sevcik, Rose A ^a   Steinbach, Karen A ^b   Frijters, Jan C ^d   Shapiro, Marla B ^a  

^a GEORGIA STATE UNIVERSITY   (United States)

^b HOSPITAL FOR SICK CHILDREN   (Canada)

^c TUFTS UNIVERSITY   (United States)

^d BROCK UNIVERSITY   (Canada)

Author keywords

dyslexia; intervention; reading; response to intervention; treatment

Indexed keywords

ANCESTRY GROUP; CHILD; CONTROLLED STUDY; DYSLEXIA; EDUCATION; FEMALE; HUMAN; INTELLIGENCE; LANGUAGE TEST; MALE; PHYSIOLOGY; PROCEDURES; PSYCHOLOGY; RANDOMIZED CONTROLLED TRIAL; SOCIAL CLASS; TEACHING; TREATMENT OUTCOME;

CHILD; CONTINENTAL POPULATION GROUPS; DYSLEXIA; EDUCATIONAL MEASUREMENT; FEMALE; HUMANS; INTELLIGENCE; LANGUAGE TESTS; MALE; REMEDIAL TEACHING; SOCIAL CLASS; TREATMENT OUTCOME;

EID: 79952563686     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219409355472     Document Type: Article

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