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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ560414
Record Type: CIJE
Publication Date: 1998
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0013-1881
Dyslexia/Reading Difficulty: Reassessing the Evidence for a Developmental Model.
Kelly, Barbara
Educational Research, v40 n1 p3-16 Spr 1998
Unsupported assumptions that dyslexics differ from other poor readers by having higher intelligence are challenged by a developmental model proposing that reading difficulty results from early language delays and environmental factors. A mixed transactional model that incorporates early language problems and IQ may be more appropriate. (SK)
Descriptors: Cognitive Processes, Developmental Stages, Dyslexia, Intelligence Quotient, Models, Reading Ability, Reading Difficulties
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Language Delayed