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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ660990
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
Predicting Response to Early Reading Intervention from Verbal IQ, Reading-Related Language Abilities, Attention Ratings, and Verbal IQ-Word Reading Discrepancy: Failure To Validate Discrepancy Method.
Stage, Scott A.; Abbott, Robert D.; Jenkins, Joseph R.; Berninger, Virginia W.
Journal of Learning Disabilities, v36 n1 p24-33 Jan-Feb 2003
Additional analysis of a previously published study involving 128 first-graders with double or triple deficit in language skills (rapid automatized naming, phonological, and orthographic processing) responded more slowly to early intervention than students without language deficits. Verbal IQ-word reading discrepancy did not predict response to early intervention in reading. (Contains references.) (Author/CR)
Descriptors: Attention Deficit Disorders, Early Intervention, Elementary Education, Grade 1, Instructional Effectiveness, Intelligence Quotient, Language Impairments, Predictor Variables, Reading Difficulties, Verbal Ability
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Discrepancy Formulas; Discrepancy Measure
Note: Special Issue: IQ-Discrepancy Definitions and the Diagnosis of LD.