Literaturnachweis - Detailanzeige
| Autor/inn/en | Ackerman, Peggy T.; Holloway, Carol A.; Youngdahl, Patricia L.; Dykman, Roscoe A. |
|---|---|
| Titel | The Double-Deficit Theory of Reading Disability Does Not Fit All. |
| Quelle | In: Learning Disabilities: Research & Practice, 16 (2001) 3, S.152-60Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0938-8982 |
| Schlagwörter | Attention Span; Elementary Education; Intelligence Differences; Learning Disabilities; Mathematics Skills; Orthographic Symbols; Reading Difficulties; Student Characteristics; Symptoms (Individual Disorders) |
| Abstract | The double-deficit theory of reading disabilities (RD) was examined in 56 children with reading disabilities and 45 controls (ages 8-11). Students differed on all phonological analysis tasks and rapid naming of digits and letters, but also differed on orthographic tasks, attention ratings, arithmetic achievement, and all WISC-III factors except perceptual organization, thereby supporting a multiple causality theory of RD. (Contains references.) (Author/CR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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