Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery)-Reference-Cited by-同舟云学术

Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery)

Published:2021-04-28 Issue:3 Volume:71 Page:439-457
ISSN:0736-9387
Container-title:Annals of Dyslexia
language:en
Short-container-title:Ann. of Dyslexia

Author:

Rao Chaitra,T. A. Sumathi,Midha Rashi,Oberoi Geet,Kar Bhoomika,Khan Masarrat,Vaidya Kshipra,Midya Vishal,Raman Nitya,Gajre Mona,Singh Nandini Chatterjee^ORCID

Funder

Department of Science and Technology, India

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Education

Link

https://link.springer.com/content/pdf/10.1007/s11881-021-00227-z.pdf

Reference41 articles.

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2. Berninger, V. W., & Abbott, R. D. (2010). Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of Educational Psychology, 102, 635–651. https://doi.org/10.1037/a0019319.

3. Bosman, A. M. T., & Van Orden, G. C. (1997). Why spelling is more difficult than reading. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 173–194). Lawrence Erlbaum Associates Publishers. https://doi.org/10.1353/lan.1999.0082.

4. Bruck, M. (1992). Persistence of dyslexics’ phonological awareness deficits. Developmental Psychology, 28, 874–886. https://doi.org/10.1037/0012-1649.28.5.874.

5. Carlson, K. D., & Herdman, A. O. (2012). Understanding the impact of convergent validity on research results. Organizational Research Methods, 15, 17–32. https://doi.org/10.1177/1094428110392383.

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