Examining the Role of Attention and Instruction in At-Risk Kindergarteners: Electrophysiological Measures of Selective Auditory Attention Before and After an Early Literacy Intervention

Journal of Learning Disabilities

Volumn 46, Issue 1, 2013, Pages 73-86

  Stevens, Courtney ^a,b   Harn, Beth ^b   Chard, David J ^c   Currin, Jeff ^b   Parisi, Danielle ^b   Neville, Helen ^b  

^a WILLAMETTE UNIVERSITY   (United States)

^b UNIVERSITY OF OREGON   (United States)

^c SOUTHERN METHODIST UNIVERSITY   (United States)

Author keywords

brain imaging; literacy; neurobiological

Indexed keywords

ARTICLE; ATTENTION; BRAIN; DYSLEXIA; EDUCATION; ELECTROENCEPHALOGRAPHY; EQUIPMENT; EVOKED RESPONSE; FEMALE; FOLLOW UP; HEARING; HUMAN; LANGUAGE TEST; MALE; METHODOLOGY; NEUROPSYCHOLOGICAL TEST; PATHOPHYSIOLOGY; PHYSIOLOGY; PRESCHOOL CHILD; READING; RISK; SPEECH THERAPY; TREATMENT OUTCOME;

ATTENTION; AUDITORY PERCEPTION; BRAIN; CHILD, PRESCHOOL; DYSLEXIA; EDUCATIONAL MEASUREMENT; ELECTROENCEPHALOGRAPHY; EVOKED POTENTIALS; FEMALE; FOLLOW-UP STUDIES; HUMANS; LANGUAGE TESTS; LANGUAGE THERAPY; MALE; NEUROPSYCHOLOGICAL TESTS; READING; RISK; TREATMENT OUTCOME;

EID: 84870437850     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219411417877     Document Type: Article

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