Cover not available
Part of
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 311–332

Early identification of reading disabilities

| Florida State University
Article outline
  • Family history
  • Early deficits in language development
    • Late talkers
    • Specific language impairment
    • Phonological processing deficit
  • Nonlinguistic precursors of RD
  • Risk and resilience
  • Universal screening
  • Response to intervention
  • Dynamic assessment
  • Summary
  • References
Published online: 14 August 2017
DOI logo
https://doi.org/10.1075/swll.15.18cat
References
Aaron, P. G., Joshi, M., & Williams, K. A.
(1999) Not all reading disabilities are alike. Journal of Learning Disabilities, 32, 120–137. DOI logoGoogle Scholar
Barth, A. E., Denton, C. A., Stuebing, K. K., Cirino, P. T., Francis, D. J., & Vaughn
(2010) A test of the cerebellar hypothesis of dyslexia in adequate and inadequate responders to reading intervention. Journal of International Neuropsychological Society, 16, 526–536. DOI logoGoogle Scholar
Beitchman, J., Wilson, B., Douglas, L., Young, A., & Adlaf, E.
(2001) Substance use disorders in young adults with and without LD: predictive and concurrent relationships. Journal of Learning Disabilities, 34, 317–332. DOI logoGoogle Scholar
Bidwell, L., Willcutt, E. G., DeFries, J. C., & Pennington, B. F.
(2007) Testing for neuropsychological endophenotypes in siblings discordant for attention-deficit/hyperactivity disorder. Biological Psychiatry, 62, 991–998. DOI logoGoogle Scholar
Bishop, D. V. M., & Adams, C.
(1990) A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027–1050. DOI logoGoogle Scholar
Bishop, D. V., McDonald, D., Bird, S., & Hayiou-Thomas, M. E.
(2009) Children who read words accurately despite language impairment: Who are they and how do they do it? Child Development, 80, 593–605. DOI logoGoogle Scholar
Boets, B., De Smedt, B., Cleuren, L., Vandewalle, E., Wouters, J., & Ghesquiere, P.
(2010) Towards a further characterization of phonological and literacy problems in Dutch‐speaking children with dyslexia. British Journal of Developmental Psychology, 28, 5–31. DOI logoGoogle Scholar
Boets, B., Wouters, J., Van Wieringen, A., & Ghesquière, P.
(2006) Auditory temporal information processing in preschool children at family risk for dyslexia: Relations with phonological abilities and developing literacy skills. Brain and Language, 97, 64–79. DOI logoGoogle Scholar
Bridges, M. S., & Catts, H. W.
(2011) The use of a dynamic screening of phonological awareness to predict risk for reading disabilities in kindergarten children. Journal of Learning Disabilities, 44, 330–338. DOI logoGoogle Scholar
Brady, S. A., & Shankweiler, D. P.
(Eds.) (1991) Phonological processes in literacy. Hillsdale, NJ: Erlbaum.Google Scholar
Camilleri, B., & Law, J.
(2007) Assessing children referred to speech and language therapy: Static and dynamic assessment of receptive vocabulary. International Journal of Speech-Language Pathology, 9, 312–322. DOI logoGoogle Scholar
Carroll, J. M., Mundy, I. R., & Cunningham, A. J.
(2014) The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress. Developmental Science, 17, 727–742. DOI logoGoogle Scholar
Castles, A., & Coltheart, M.
(2004) Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111. DOI logoGoogle Scholar
Catts, H. W.
(1989) Speech production deficits in developmental dyslexia. Journal of Speech and Hearing Disorders, 54, 422–428. DOI logoGoogle Scholar
Catts, H. W.
(1993) The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948–958.Google Scholar
Catts, H. W., & Adlof, S.
(2011) Phonological and other language deficits associated with dyslexia. In S. Brady, D. Braze, & C. A. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence, (pp. 137–151). New York: Psychology Press.Google Scholar
Catts, H., Adlof, S., Hogan, T., Ellis Weismer, S.
(2005) Are specific language impairment and dyslexia distinct disorders? Journal of Speech-Language-Hearing Research, 48, 1378–1396. DOI logoGoogle Scholar
Catts, H. W., Adlof, S., & Weismer, S. E.
(2006) Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278–293. DOI logoGoogle Scholar
Catts, H. W., Fey, M. E., Tomblin, J. B., & Zhang, X.
(2002) A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142–1157. DOI logoGoogle Scholar
Catts, H. W., Fey, M., Zhang, X., & Tomblin, J. B.
(2001) Estimating risk for future reading difficulties in kindergarten children: A research-based model and its clinical implications. Language, Speech, and Hearing Services in Schools, 32, 38–50. DOI logoGoogle Scholar
Catts, H. W., Hogan, T. P., & Adlof, S. M.
(2005) Developmental changes in reading and reading disabilities. In H. W. Catts, & A. G. Kamhi (Eds.) Connections between language and reading disabilities (pp. 25–40), Mahwah, NJ: Erlbaum.Google Scholar
Catts, H. W., McIlraith, A., Bridges, M., & Nielsen, D.
(2017) Viewing a phonological deficit within a multifactorial model of dyslexia. Reading and Writing: An Interdisciplinary Journal, 30, 613–629. DOI logoGoogle Scholar
Catts, H. W., Nielsen, D., Bridges, M., Bontempo, D., & Liu, Y.
(2015) Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities,48, 281–297. DOI logoGoogle Scholar
Catts, H. W., Nielsen, D., Bridges, M., & Liu, Y.
(2016) Early identification of reading comprehension difficulties. Journal of Learning Disabilities 49, 451–465. DOI logoGoogle Scholar
Catts, H. W., Petscher, Y., Schatschneider, C., Bridges, M. S., & Mendoza, K.
(2009) Floor effects associated with universal screening and their impact on the early identification of reading disabilities. Journal of Learning Disabilities, 42, 163–176. DOI logoGoogle Scholar
Cho, E., Compton, D. L., Fuchs, D., Fuchs, L. S., & Bouton, B.
(2012) Examining the predictive validity of a dynamic assessment of decoding to forecast response to Tier 2 intervention. Journal of Learning Disabilities, 47, 409–423. DOI logoGoogle Scholar
Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K, Barquero, L. A, … & Crouch, R. C.
(2010) Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology, 102, 327–340. DOI logoGoogle Scholar
Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D.
(2006) Selecting at-risk readers in first grade for early intervention: A two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98, 394–409. DOI logoGoogle Scholar
Compton, D. L., Gilbert, J. K., Jenkins, J. R., Fuchs, D., Fuchs, L. S., Cho, E., … & Bouton, B.
(2012) Accelerating chronically unresponsive children to tier 3 instruction: What level of data is necessary to ensure selection accuracy? Journal of Learning Disabilities, 45, 204–216. DOI logoGoogle Scholar
Connor, C. M., Morrison, F. J., & Katch, L. E.
(2004) Beyond the reading wars: Exploring the effect of child-instruction interactions on growth in early reading. Scientific Studies of Reading, 8, 305–336. DOI logoGoogle Scholar
Dandache, S., Wouters, J., & Ghesquière, P.
(2014) Development of reading and phonological skills of children at family risk for dyslexia: A longitudinal analysis from kindergarten to sixth grade. Dyslexia, 20, 305–329. DOI logoGoogle Scholar
de Jong, P. F., & van der Leij, A.
(2002) Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6, 51–77. DOI logoGoogle Scholar
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R.
(2007) Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101. DOI logoGoogle Scholar
Duckworth, A. L., & Seligman, M. E.
(2005) Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16, 939–944. DOI logoGoogle Scholar
Eklund, K. M., Torppa, M., & Lyytinen, H.
(2013) Predicting reading disability: Early cognitive risk and protective factors. Dyslexia, 19, 1–10. DOI logoGoogle Scholar
Elbro, C., Borstrøm, I., & Petersen, D. K.
(1998) Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33, 36–60. DOI logoGoogle Scholar
Elbro, C., Daugaard, H. T., & Gellert, A. S.
(July 2010) Specific reading difficulties may be hard to diagnose in a second language. Paper presented at the Seventeenth Annual Meeting of the Society for the Scientific Study of Reading, Berlin.
Elliott, J. G., & Grigorenko, E. L.
(2014) The dyslexia debate. New York: Cambridge University Press. DOI logoGoogle Scholar
Fletcher, J. M., & Vaughn, S.
(2009) Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3, 30–37. DOI logoGoogle Scholar
Foorman, B. R., Breier, J. I., & Fletcher, J. M.
(2003) Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24, 613–639. DOI logoGoogle Scholar
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P.
(1998) The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55. DOI logoGoogle Scholar
Foorman, B. R., Torgesen, J. K., Crawford, E., & Petscher, Y.
(2009) Assessments to guide reading instruction: Decisions supported by the new Florida system. Perspectives on Language and Literacy, 4, 13–19.Google Scholar
Franceschini, S., Gori, S., Ruffino, M., Pedrolli, K., & Facoetti, A.
(2012) A causal link between visual spatial attention and reading acquisition. Current Biology, 22, 814–819. DOI logoGoogle Scholar
Fuchs, D., Compton, D. L., Fuchs, L. S., Bouton, B., & Caffrey, E.
(2011) The construct and predictive validity of a dynamic assessment of young children learning to read: Implications for RTI frameworks. Journal of Learning Disabilities, 44, 339–347. DOI logoGoogle Scholar
Fuchs, L. S., Fuchs, D., & Speece, D. L.
(2002) Treatment validity as a unifying construct for identifying learning disabilities. Learning Disability Quarterly, 25, 33–45. DOI logoGoogle Scholar
Gerber, M. M.
(2005) Teachers are still the test limitations of response to instruction strategies for identifying children with learning disabilities. Journal of Learning Disabilities, 38, 516–524. DOI logoGoogle Scholar
Gilger, J. W., Hanebuth, E., Smith, S. D., & Pennington, B. F.
(1996) Differential risk for developmental reading disorders in the offspring of compensated versus non-compensated parents. Reading and Writing, 8, 407–417.Google Scholar
Good, R. H., & Kaminski, R. A.
(Eds.) (2002) Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.Google Scholar
Gough, P. B., & Tunmer, W. E.
(1986) Decoding, reading, and reading disability. Remedial and Special Education, 7, 6–10. DOI logoGoogle Scholar
Grigorenko, E. L., & Sternberg, R. J.
(1998) Dynamic testing. Psychological Bulletin, 124, 75–111. DOI logoGoogle Scholar
Hale, J. B., Kaufman, A., Naglieri, J. A., & Kavale, K. A.
(2006) Implementation of IDEA: Integrating response to intervention and cognitive assessment methods. Psychology in the Schools, 43, 753–770. DOI logoGoogle Scholar
Hirvonen, R., Georgiou, G. K., Lerkkanen, M. K., Aunola, K., & Nurmi, J. E.
(2010) Task focused behaviour and literacy development: A reciprocal relationship. Journal of Research in Reading, 33, 302–319. DOI logoGoogle Scholar
Hoover, W. A., & Gough, P. B.
(1990) The simple view of reading. Reading and Writing, 2, 127–160. DOI logoGoogle Scholar
Hulme, C., & Snowling, M.
(1992) Deficits in output phonology: An explanation of reading failure? Cognitive Neuropsychology, 9, 47–72. DOI logoGoogle Scholar
Jenkins, J. R.
(2003) Candidate measures for screening at-risk students. Paper presented at the NRCLD Responsiveness-to-Intervention Symposium, Kansas City, MO.
Kamhi, A. G., & Catts, H. W.
(Eds.) (2012) Language and reading disabilities. Boston, MA: Pearson.Google Scholar
Kelso, K., Fletcher, J., & Lee, P.
(2007) Reading comprehension in children with specific language impairment: An examination of two subgroups. International Journal of Language & Communication Disorders, 42, 39–57. DOI logoGoogle Scholar
Kendeou, P., van den Broek, P., White, M. J., & Lynch, J. S.
(2009) Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101, 765–778. DOI logoGoogle Scholar
Kim, Y. S.
(2015) Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development, 86, 128–144. DOI logoGoogle Scholar
Kirby, L. D., & Fraser, M. W.
(1997) Risk and resilience in childhood. In M. Fraser (Eds.), Risk and resilience in childhood: An ecological perspective (pp.10–33), Washington DC: NASW Press.Google Scholar
Kirk, J., & Reid, G.
(2001) An examination of the relationship between dyslexia and offending in young people and the implications for the training system. Dyslexia, 7, 77–84. DOI logoGoogle Scholar
Language and Reading Research Consortium
(2015) Learning to read: should we keep things simple? Reading Research Quarterly, 50, 151–169. DOI logoGoogle Scholar
Lallier, M., Tainturier, M. J., Dering, B., Donnadieu, S., Valdois, S., & Thierry, G.
(2010) Behavioral and ERP evidence for amodal sluggish attentional shifting in developmental dyslexia. Neuropsychologia, 48, 4125–4135. DOI logoGoogle Scholar
Leonard, L.
(2014) Children with specific language impairment, 2nd edition. Cambridge, MA: MIT Press.Google Scholar
Lepola, J., Salonen, P., & Vauras, M.
(2000) The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade. Learning and Instruction, 10, 153–177. DOI logoGoogle Scholar
Loras, H., Sigmundsson, H., Stensdotter, A., & Talcott, J. B.
(2014) Postural control is not systematically related to reading skills: Implications for the assessment of balance as a risk factor for developmental dyslexia. PLoS One, 9, e98224. DOI logoGoogle Scholar
Lyytinen, P., Eklund, K., & Lyytinen, H.
(2005) Language development and literacy skills in late-talking toddlers with and without familial risk for dyslexia. Annals of Dyslexia, 55, 166–192. DOI logoGoogle Scholar
Lyytinen, H., Erskine, J., Tolvanen, A., Torppa, M., Poikkeus, A. M., & Lyytinen, P.
(2006) Trajectories of reading development: A follow-up from birth to school age of children with and without risk for dyslexia. Merrill-Palmer Quarterly: Journal of Developmental Psychology, 52, 514–546. DOI logoGoogle Scholar
McArthur, G., & Castles, A.
(2013) Phonological processing deficits in specific reading disability and specific language impairment: Same or different? Journal of Research in Reading, 36, 280–302. DOI logoGoogle Scholar
McKenzie, R. G.
(2009) Obscuring vital distinctions: The oversimplification of learning disabilities within RTI. Learning Disability Quarterly, 32, 203–215. DOI logoGoogle Scholar
Melby-Lervåg, M., Lyster, S. A. H., & Hulme, C.
(2012) Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138, 322–352. DOI logoGoogle Scholar
Moll, K., Loff, A., & Snowling, M. J.
(2013) Cognitive endophenotypes of dyslexia. Scientific Studies of Reading, 17, 385–397. DOI logoGoogle Scholar
Morgan, P. L., & Fuchs, D.
(2007) Is there a bidirectional relationship between children’s reading skills and reading motivation? Exceptional Children, 73, 165–183. DOI logoGoogle Scholar
Nash, H. M., Hulme, C., Gooch, D., & Snowling, M. J.
(2013) Preschool language profiles of children at family risk of dyslexia: Continuities with specific language impairment. Journal of Child Psychology and Psychiatry, 54, 958–968. DOI logoGoogle Scholar
National Reading Panel
(2000) Report of the national reading panel. Teaching children to read: An evidence based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development, National Institutes of Health.Google Scholar
Nation, K., Cocksey, J., Taylor, J. S., & Bishop, D. V.
(2010) A longitudinal investigation of early reading and language skills in children with poor reading comprehension. Journal of Child Psychology and Psychiatry, 51, 1031–1039. DOI logoGoogle Scholar
Nicolson, R. I., & Fawcett, A. J.
(2006) Do cerebellar deficits underlie phonological problems in dyslexia? Developmental Science, 9, 259–262. DOI logoGoogle Scholar
O’Connor, R. E., & Jenkins, J. R.
(1999) The prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159–197. DOI logoGoogle Scholar
Olson, R. K., Keenan, J. M., Byrne, B., & Samuelsson, S.
(2014) Why do children differ in their development of reading and related skills? Scientific Studies of Reading, 18, 38–54. DOI logoGoogle Scholar
Olulade, O. A., Napoliello, E. M., & Eden, G. F.
(2013) Abnormal visual motion processing is not a cause of dyslexia. Neuron, 79, 180–190. DOI logoGoogle Scholar
Owens, R.
(2000) Language development: An introduction (5th ed.). Boston, MA: Allyn & Bacon.Google Scholar
Paul, R., Murray, C., Clancy, K., & Andrews, D.
(1997) Reading and metaphonological outcomes in late talkers. Journal of Speech, Language, and Hearing Research, 40, 1037–1047. DOI logoGoogle Scholar
Peña, E. D., Gillam, R. B., & Bedore, L. M.
(2014) Dynamic assessment of narrative ability in English accurately identifies language impairment in English language learners. Journal of Speech, Language, and Hearing Research, 57, 2208–2220. DOI logoGoogle Scholar
Pennington, B. F.
(2006) From single to multiple deficit models of developmental disorders. Cognition, 101, 385–413. DOI logoGoogle Scholar
Pennington, B. F., & Lefly, D. L.
(2001) Early reading development in children at family risk for dyslexia. Child Development, 7, 816–833. DOI logoGoogle Scholar
Perfetti, C. A., & Hart, L.
(2002) The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.) Precursors of functional literacy (pp. 67–86). Amsterdam: John Benjamins Publishing Company. DOI logoGoogle Scholar
Petscher, Y., Kim, Y. S., & Foorman, B. R.
(2011) The importance of predictive power in early screening assessments: Implications for placement in the response to intervention framework. Assessment for Effective Intervention, 36, 158–166. DOI logoGoogle Scholar
Prado, C., Dubois, M., & Valdois, S.
(2007) The eye movements of dyslexic children during reading and visual search: Impact of the visual attention span. Vision Research, 47, 2521–2530. DOI logoGoogle Scholar
Preston, J. L., Frost, S. J., Mencl, W. E., Fulbright, R. K., Landi, N., Grigorenko, E., … & Pugh, K. R.
(2010) Early and late talkers: School-age language, literacy and neurolinguistic differences. Brain, 133, 2185–2195. DOI logoGoogle Scholar
Puolakanaho, A., Ahonen, T., Aro, M., Eklund, K., Leppanen, P. H., Poikkeus, A. M.,…& Lyytinen, H.
(2007) Very early phonological and language skills: Estimating individual risk of reading disability. Journal of Child Psychology and Psychiatry, 48, 923–931. DOI logoGoogle Scholar
Ramus, F., & Ahissar, M.
(2012) Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance. Cognitive Neuropsychology, 29, 104–122. DOI logoGoogle Scholar
Rescorla, L.
(2002) Language and reading outcomes to age 9 in late-talking toddlers. Journal of Speech, Language, and Hearing Research, 45, 360–371. DOI logoGoogle Scholar
Reynolds, C. R., & Shaywitz, S. E.
(2009) Response to Intervention: Ready or not? Or, from wait-to-fail to watch-them-fail. School Psychology Quarterly, 24, 130–145. DOI logoGoogle Scholar
Rutter, M.
(1985) Resilience in the face of adversity. British Journal of Psychiatry, 147, 598–611. DOI logoGoogle Scholar
Salonen, P., Lepola, J., & Niemi, P.
(1998) The development of first graders’ reading skill as a function of pre-school motivational orientation and phonemic awareness. European Journal of Psychology of Education, 13, 155–174. DOI logoGoogle Scholar
Scarborough, H. S.
(1990) Very early language deficits in dyslexic children. Child Development, 61, 1728–1743. DOI logoGoogle Scholar
Schatchneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., & Foorman, B. R.
(2004) Kindergarten prediction of reading skills: A longitudinal comparative analysis. Journal of Educational Psychology, 96, 265–282. DOI logoGoogle Scholar
Snowling, M. J.
(1981) Phonemic deficits in developmental dyslexia. Psychological Research, 43, 219–234. DOI logoGoogle Scholar
(2008) Specific disorders and broader phenotypes: The case of dyslexia. The Quarterly Journal of Experimental Psychology, 61, 142–156. DOI logoGoogle Scholar
Snowling, M. J., Gallagher, A., & Frith, U.
(2003) Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child Development, 74, 358–373. DOI logoGoogle Scholar
Snowling, M. J., Muter, V., & Carroll, J.
(2007) Children at family risk of dyslexia: A follow‐up in early adolescence. Journal of Child Psychology and Psychiatry, 48, 609–618. DOI logoGoogle Scholar
Spear-Swerling, L., & Sternberg, R. J.
(Eds.) (1996) Off track: When poor readers become “learning disabled.” Boulder, CO: Westview Press.Google Scholar
Speece, D. L.
(2005) Hitting the moving target known as reading development. Some thoughts on screening children for secondary interventions. Journal of Learning Disabilities, 38, 487–493. DOI logoGoogle Scholar
Stanovich, K. E.
(1988) The right and wrong places to look for the cognitive locus of reading disability. Annals of Dyslexia, 38, 154–177. DOI logoGoogle Scholar
Stein, J.
(2001) The magnocellular theory of developmental dyslexia. Dyslexia, 7, 12–36. DOI logoGoogle Scholar
Stephenson, K. A., Parrila, R. K., Georgiou, G. K., & Kirby, J. R.
(2008) Effects of home literacy, parents’ beliefs, and children’s task-focused behavior on emergent literacy and word reading skills. Scientific Studies of Reading, 12, 24–50. DOI logoGoogle Scholar
Stoodley, C. J., & Stein, J. F.
(2013) Cerebellar function in developmental dyslexia. The Cerebellum, 12, 267–276. DOI logoGoogle Scholar
Storch, S. A., & Whitehurst, G. J.
(2002) Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934–947. DOI logoGoogle Scholar
Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A.
(2002) Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39, 469–518. DOI logoGoogle Scholar
Tager-Flusberg, H., & Cooper, J.
(1999) Present and future possibilities for defining a phenotype for specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1275–1278. DOI logoGoogle Scholar
Tomblin, J. B., & Nippold, M. A.
(Eds.) (2014) Understanding individual differences in language development across the school years. New York, NY: Psychology Press.Google Scholar
Tomblin, J. B., Nippold, M. A., Fey, M. E., & Zhang, X.
(2014) The character and course of individual differences in spoken language. In J. B. Tomblin & M. A. Nippold (Eds.) Understanding individual differences in language development across the school years (pp. 47–78). New York, NY: Psychology Press.Google Scholar
Tsukayama, E., Duckworth, A. L., & Kim, B.
(2012) Resisting everything except temptation: Evidence and an explanation for domain‐specific impulsivity. European Journal of Personality, 26, 318–334. DOI logoGoogle Scholar
van Bergen, E., Bishop, D. V. M., van Zuijen, T. L., & de Jong, P. F.
(2015) How does parental reading influence children’s reading? A study of cognitive mediation. Scientific Studies of Reading, 19, 325–339. DOI logoGoogle Scholar
van Bergen, E., de Jong, P. F., Plakas, A., Maassen, B., & van der Leij, A.
(2012) Child and parental literacy levels within families with a history of dyslexia. Journal of Child Psychology and Psychiatry, 53, 28–36. DOI logoGoogle Scholar
van Bergen, E., de Jong, P. F., Regtvoort, A., Oort, F., van Otterloo, S., & van der Leij, A.
(2011) Dutch children at family risk of dyslexia: Precursors, reading development, and parental effects. Dyslexia, 17, 2–18. DOI logoGoogle Scholar
VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D.
(2007) A multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225–256. DOI logoGoogle Scholar
Vellutino F. R., Scanlon D. M., Small S., & Fanuele D. P.
(2006) Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disability, 39, 157–169. DOI logoGoogle Scholar
Vellutino, F. R., Scanlon, D. M., Zhang, H., & Schatschneider, C.
(2008) Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties. Reading and Writing, 21, 437–480. DOI logoGoogle Scholar
Vygotsky, L. S.
(1987) The development of scientific concepts in childhood. In R. W. Rieber & A. S. Carton (Eds.) & N. Minick (Trans.), The collected works of L. S. Vygotsky (Vol. 1, pp. 167–241). New York: Plenum Press.Google Scholar
Wagner, R. K., & Torgesen, J. K.
(1987) The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212. DOI logoGoogle Scholar
Willcutt, E. G., Pennington, B. F., Olson, R. K., Chhabildas, N., & Hulslander, J.
(2005) Neuropsychological analyses of comorbidity between reading disability and attention deficit hyperactivity disorder: In search of the common deficit. Developmental Neuropsychology, 27, 35–78. DOI logoGoogle Scholar
Wolf, M., & Bowers, P. G.
(1999) The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415–438. DOI logoGoogle Scholar
Wood, F. B., Hill, D. F., Meyer, M. S., & Flowers, D. L.
(2005) Predictive assessment of reading. Annals of Dyslexia, 55, 193–216. DOI logoGoogle Scholar
Cited by

Cited by 9 other publications

Andrade, Paulo E., Daniel Müllensiefen, Olga V. C. A. Andrade, Jade Dunstan, Jennifer Zuk & Nadine Gaab
2024. Sequence Processing in Music Predicts Reading Skills in Young Readers: A Longitudinal Study. Journal of Learning Disabilities 57:1 ► pp. 43 ff. DOI logo
Bátiz, Luis Federico, Yasna K. Palmeiro-Silva, Gregory E. Rice, Lara J. Monteiro, Albert M. Galaburda, Roberto Romero, Mahesh A. Choolani, Ursula Wyneken, Pelusa Orellana & Sebastián E. Illanes
2021. Maternal exposure to a high-magnitude earthquake during pregnancy influences pre-reading skills in early childhood. Scientific Reports 11:1 DOI logo
Choo, Ai Leen, Daphne Greenberg, Hongli Li & Amani Talwar
2023. Rate of Stuttering and Factors Associated With Speech Fluency Characteristics in Adult Struggling Readers. Journal of Learning Disabilities 56:1 ► pp. 7 ff. DOI logo
Colenbrander, Danielle, Jessie Ricketts & Helen L. Breadmore
2018. Early Identification of Dyslexia: Understanding the Issues. Language, Speech, and Hearing Services in Schools 49:4 ► pp. 817 ff. DOI logo
Gândara, Juliana Perina, Heloisa Gonçalves da Silveira, Helena Sousa, Mirela Cunha Cardoso Ramacciotti & Marina Leite Puglisi
2022. Early Language Intervention in School Settings: What Works for Whom?. In Cognitive Sciences and Education in Non-WEIRD Populations, ► pp. 305 ff. DOI logo
Lancaster, Hope Sparks, Xiaonan Liu, Valentin Dinu & Jing Li
2020. Identifying interactive biological pathways associated with reading disability. Brain and Behavior 10:8 DOI logo
Parrila, Rauno, Dean Dudley, Shuang Song & George K. Georgiou
2020. A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia 70:1 ► pp. 1 ff. DOI logo
Walda, Sietske, Fred Hasselman & Anna Bosman
2022. Identifying Determinants of Dyslexia: An Ultimate Attempt Using Machine Learning. Frontiers in Psychology 13 DOI logo
Zhang, Xizhe & Joseph Foley
2023. A Survey of Undergraduate Chinese Students’ Self-perceived Reading Ability in English. SSRN Electronic Journal DOI logo

This list is based on CrossRef data as of 12 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.