Access the full text.
Sign up today, get DeepDyve free for 14 days.
R. Murnane, J. Willett, Yves Duhaldeborde, John Tyler (2000)
How important are the cognitive skills of teenagers in predicting subsequent earningsJournal of Policy Analysis and Management, 19
C. Perfetti (1985)
Some reasons to save the grapheme and the phonemeBehavioral and Brain Sciences, 8
P. Ackerman, RoscoeA. Dykman (1993)
Phonological Processes, Confrontational Naming, and Immediate Memory in DyslexiaJournal of Learning Disabilities, 26
D. Langenberg (2000)
Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction
P. Ackerman, R. Dykman, Michelle Gardner (1990)
Counting Rate, Naming Rate, Phonological Sensitivity, and Memory Span: Major Factors in DyslexiaJournal of Learning Disabilities, 23
K. Stanovich, A. Cunningham, Dorothy Feeman (1984)
Relation between Early Reading Acquisition and Word Decoding with and without Context: A Longitudinal Study of First-Grade Children.Journal of Educational Psychology, 76
K. Stanovich (1991)
Cognitive Science Meets Beginning ReadingPsychological Science, 2
L. Cutting, H. Scarborough (2006)
Prediction of Reading Comprehension: Relative Contributions of Word Recognition, Language Proficiency, and Other Cognitive Skills Can Depend on How Comprehension Is MeasuredScientific Studies of Reading, 10
A. Reiter, O. Tucha, K. Lange (2005)
Executive functions in children with dyslexia.Dyslexia, 11 2
C. Knight, K. Fischer (1992)
Learning to read words : individual differences in developmental sequencesJournal of Applied Developmental Psychology, 13
T. Carr, B. Levy (1990)
Reading and Its Development: Component Skills Approaches
L. Fuchs, D. Fuchs, Michelle Hosp, J. Jenkins (2001)
Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical AnalysisScientific Studies of Reading, 5
N. Raju, M. Burke, J. Normand, George Langlois (1991)
A new meta-analytic approach.Journal of Applied Psychology, 76
J. Torgesen, Richard Wagner, C. Rashotte (1994)
Longitudinal Studies of Phonological Processing and ReadingJournal of Learning Disabilities, 27
Perfetti Perfetti, Zhang Zhang (1992)
In reading Chinese, there is no semantics without phonology.Bulletin of the Psychonomic Society, 30
S. Shaywitz, R. Morris, B. Shaywitz (2008)
The education of dyslexic children from childhood to young adulthood.Annual review of psychology, 59
S. Shaywitz, J. Fletcher, J. Holahan, Abigail Shneider, K. Marchione, K. Stuebing, D. Francis, K. Pugh, B. Shaywitz (1999)
Persistence of dyslexia: the Connecticut Longitudinal Study at adolescence.Pediatrics, 104 6
Marilyn Ransby, H. Swanson (2003)
Reading Comprehension Skills of Young Adults with Childhood Diagnoses of DyslexiaJournal of Learning Disabilities, 36
R. Savage, Natalie Lavers, V. Pillay (2007)
Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the RelationshipEducational Psychology Review, 19
Kendra Tannenbaum, J. Torgesen, R. Wagner (2006)
Relationships Between Word Knowledge and Reading Comprehension in Third-Grade ChildrenScientific Studies of Reading, 10
Z. Breznitz (1997)
Effects of Accelerated Reading Rate on Memory for Text among Dyslexic Readers.Journal of Educational Psychology, 89
S. Gathercole, Susan Pickering, Camilla Knight, Zoe Stegmann (2004)
Working memory skills and educational attainment: evidence from national curriculum assessments at 7 and 14 years of ageApplied Cognitive Psychology, 18
C. Perfetti (1993)
Component Harmonies in Reading.Psyccritiques, 38
G. Lyon, S. Shaywitz, B. Shaywitz (2003)
A definition of dyslexiaAnnals of Dyslexia, 53
K. Stanovich (1990)
Concepts in developmental theories of reading skill: Cognitive resources, automaticity, and modularity.Developmental Review, 10
J. Jenkins, L. Fuchs, P. Broek, C. Espin, S. Deno (2003)
Sources of Individual Differences in Reading Comprehension and Reading Fluency.Journal of Educational Psychology, 95
E. Ferrer, J. Mcardle, B. Shaywitz, J. Holahan, K. Marchione, S. Shaywitz (2007)
Longitudinal models of developmental dynamics between reading and cognition from childhood to adolescence.Developmental psychology, 43 6
Laurie Cutting, April Materek, Carolyn Cole, Terry Levine, E. Mahone (2009)
Effects of fluency, oral language, and executive function on reading comprehension performanceAnnals of Dyslexia, 59
E. Kameenui, Deborah Simmons (2001)
Introduction to This Special Issue: The DNA of Reading FluencyScientific Studies of Reading, 5
H. Catts, S. Adlof, S. Weismer (2006)
Language deficits in poor comprehenders: a case for the simple view of reading.Journal of speech, language, and hearing research : JSLHR, 49 2
M. Wolf, Tami Katzir-Cohen (2001)
Reading Fluency and Its InterventionScientific Studies of Reading, 5
Margaret Potter, Heidi Wamre (1990)
Curriculum-Based Measurement and Developmental Reading Models: Opportunities for Cross-ValidationExceptional Children, 57
A. Gottardo, K. Stanovich, L. Siegel (1996)
The Relationships between Phonological Sensitivity, Syntactic Processing, and Verbal Working Memory in the Reading Performance of Third-Grade ChildrenJournal of experimental child psychology, 63 3
Kame’enui Kame’enui, Simmons Simmons (2001)
The DNA of reading fluency.Scientific Studies of Reading, 5
Karen Ghelani, Robindra Sidhu, U. Jain, R. Tannock (2004)
Reading comprehension and reading related abilities in adolescents with reading disabilities and attention-deficit/hyperactivity disorder.Dyslexia, 10 4
D. Haenggi, C. Perfetti (1992)
Individual differences in reprocessing of text.Journal of Educational Psychology, 84
M. Daneman, P. Carpenter (1980)
Individual differences in working memory and readingJournal of Verbal Learning and Verbal Behavior, 19
D. Kahneman (1992)
Judging the utility of past episodesBulletin of the psychonomic society, 30
J. Chall (1990)
2,000 years of research and rhetoric on beginning reading.Psyccritiques, 35
D. LaBerge, S. Samuels (1974)
Toward a theory of automatic information processing in readingCognitive Psychology, 6
J. Mendoza, M. Mumford (1987)
Corrections for Attenuation and Range Restriction on the PredictorJournal of Educational Statistics, 12
S. Gathercole, Anne-Marie Adams (1994)
Children's phonological working memory: Contributions of long-term knowledge and rehearsalJournal of Memory and Language, 33
L. Aguiar, S. Brady (1991)
Vocabulary acquisition and reading abilityReading and Writing, 3
V. Muter, C. Hulme, M. Snowling, J. Stevenson (2004)
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.Developmental psychology, 40 5
A. Cunningham, K. Stanovich (1997)
Early reading acquisition and its relation to reading experience and ability 10 years later.Developmental psychology, 33 6
Philip Gough (1996)
How children learn to read and why they failAnnals of Dyslexia, 46
H. Catts, M. Gillispie, L. Leonard, R. Kail, Carol Miller (2002)
The Role of Speed of Processing, Rapid Naming, and Phonological Awareness in Reading AchievementJournal of Learning Disabilities, 35
K. Stanovich (1980)
TOWARD AN INTERACTIVE-COMPENSATORY MODEL OF INDIVIDUAL DIFFERENCES IN THE DEVELOPMENT OF READING FLUENCYReading Research Quarterly, 16
Dina Feitelson (1988)
Facts and Fads in Beginning Reading: A Cross-Language Perspective
K. Stanovich (1993)
A Model for Studies of Reading DisabilityDevelopmental Review, 13
Most research on dyslexia to date has focused on early childhood, while comparatively little is known about the nature of dyslexia in adolescence. The current study had two objectives. The first was to investigate the relative contributions of several cognitive and linguistic factors to connected‐text oral reading fluency in a sample of adolescents with dyslexia (n = 77). The second was to test the hypothesis that the effect of verbal working memory on connected‐text oral reading fluency is moderated by word‐level skills and/or vocabulary knowledge. The results suggest that many deficits associated with childhood dyslexia remain prominent in adolescence, but the nature of the relationships between key cognitive and linguistic predictors (i.e., word‐level reading, vocabulary, verbal working memory) and reading fluency appear to be different in adolescence. For example, while word‐level skills remain a significant predictor, the strength of the effect is relatively weak. In contrast, the data support an increased role for vocabulary and verbal working memory, including an interaction between these factors. The presence of an interaction can be interpreted as evidence that the influence of verbal working memory on connected‐text oral reading fluency in adolescents with dyslexia depends on individual differences in vocabulary knowledge. These results offer support for the changing nature of dyslexia across development, and suggest that researchers should study dyslexia in adolescents on its own terms, rather than treating it as an extension of reading problems in early childhood.
Mind, Brain, and Education – Wiley
Published: Mar 1, 2012
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.