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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ540331
Record Type: CIJE
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Cognitive Profiles of Difficult-to-Remediate and Readily Remediated Poor Readers: Early Intervention as a Vehicle for Distinguishing between Cognitive and Experiential Deficits as Basic Causes of Specific Reading Disability.
Vellutino, Frank R.; And Others
Journal of Educational Psychology, v88 n4 p601-38 Dec 1996
One hundred and eighteen first graders with reading difficulties were given tutoring as a step toward distinguishing difficulties caused by basic cognitive deficits from those caused by experiential deficits. Results are consistent with research suggesting that reading problems for some poor readers may be caused primarily by phonological deficits. (SLD)
Descriptors: Cognitive Processes, Elementary School Students, Experience, Grade 1, Learning Disabilities, Primary Education, Profiles, Reading Achievement, Reading Difficulties, Remedial Reading, Tutoring
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Phonological Processing
Note: Research conducted under the auspices of National Institutes of Health Grant P50HD25806 to the Kennedy Krieger Institute of Johns Hopkins University.