Reading and Math Achievement in Children With Dyslexia, Developmental Language Disorder, or Typical Development: Achievement Gaps Persist From Second Through Fourth Grades
Author:
Affiliation:
1. University of Pittsburgh, PA, USA
2. University at Buffalo, NY, USA
3. University of South Carolina, Columbia, USA
Abstract
Funder
National Institute on Deafness and Other Communication Disorders
Publisher
SAGE Publications
Subject
General Health Professions,Education,Health (social science)
Link
http://journals.sagepub.com/doi/pdf/10.1177/00222194221105515
Reference107 articles.
1. Adlof S. M. (2020). Promoting reading achievement in children with developmental language disorders: What can we learn from research on specific language impairment and dyslexia? Journal of Speech, Language, and Hearing Research, 6(10), 3277–3292. https://doi.org/10.1044/2020_JSLHR-20-00118
2. Adlof S. M., Catts H. W., Lee J. (2010). Kindergarten predictors of second versus eighth grade reading comprehension impairments. Journal of Learning Disabilities, 43(4), 332–345. https://doi.org/10.1177/0022219410369067
3. Adlof S. M., Catts H. W., Little T. D. (2006). Should the simple view of reading include a fluency component? Reading and Writing, 19(9), 933–958. https://doi.org/10.1007/s11145-006-9024-z
4. Adlof S. M., Hogan T. P. (2019). If we don’t look, we won’t see: Measuring language development to inform literacy instruction. Policy Insights from the Behavioral and Brain Sciences, 6(2), 210–217. https://doi.org/10.1177/2372732219839075
5. Adlof S. M., Scoggins J., Brazendale A., Babb S., Petscher Y. (2017). Identifying children at risk for language impairment or dyslexia with group-administered measures. Journal of Speech, Language, and Hearing Research, 60, 3507–3522. https://doi.org/10.1044/2017_JSLHR-L-16-0473
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