The validity of discrepancy-based definitions of reading disabilities.
about
Reading and subcortical auditory function.Perspectives on dyslexiaMale vulnerability to reading disability is not likely to be a myth: a call for new data.Reading impairment and visual processing deficits in schizophrenia.ADHD and dyscalculia: Evidence for independent familial transmission.Understanding the complex etiologies of developmental disorders: behavioral and molecular genetic approaches.Special education participation in children with epilepsy: what does it reflect?The importance of measuring growth in response to intervention models: Testing a core assumptionThe misconception of the regression-based discrepancy operationalization in the definition and research of learning disabilities.What definitions of learning disability say and don't say: a critical analysis.Reflections on research on reading disability with special attention to gender issues.Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning.'Generalist genes' and mathematics in 7-year-old twins.Getting to grips with the heterogeneity of developmental dyslexia.Novel reading index for identifying disordered reading skill development: A preliminary study.Defining and classifying learning disabilities and attention-deficit/hyperactivity disorder.Parietal function in good and poor readers.One size still does not fit all in specific learning disability assessment across ethnic groups.The role of IQ in a component model of reading.Speed of information processing in children referred for learning problems: performance on a visual filtering test.Test of the definition of learning disability based on the difference between IQ and achievement.Stability of arithmetic disability subtypes.Verbal and visual problems in reading disability.Issues in the definition and diagnosis of learning disabilities: a perspective on Guckenberger v. Boston University.Characteristics of children referred for evaluation of school difficulties who have adequate academic achievement scores.An analysis of two discrepancy-based models and a processing-deficit approach in identifying learning disabilities.
P2860
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P2860
The validity of discrepancy-based definitions of reading disabilities.
description
1992 nî lūn-bûn
@nan
1992年の論文
@ja
1992年学术文章
@wuu
1992年学术文章
@zh
1992年学术文章
@zh-cn
1992年学术文章
@zh-hans
1992年学术文章
@zh-my
1992年学术文章
@zh-sg
1992年學術文章
@yue
1992年學術文章
@zh-hant
name
The validity of discrepancy-based definitions of reading disabilities.
@en
The validity of discrepancy-based definitions of reading disabilities.
@nl
type
label
The validity of discrepancy-based definitions of reading disabilities.
@en
The validity of discrepancy-based definitions of reading disabilities.
@nl
prefLabel
The validity of discrepancy-based definitions of reading disabilities.
@en
The validity of discrepancy-based definitions of reading disabilities.
@nl
P2093
P2860
P1476
The validity of discrepancy-based definitions of reading disabilities.
@en
P2093
B A Shaywitz
B P Rourke
D J Francis
J M Fletcher
S E Shaywitz
P2860
P304
555-61, 573
P356
10.1177/002221949202500903
P577
1992-11-01T00:00:00Z