NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ540331
Record Type: Journal
Publication Date: 1996
Pages: N/A
Abstractor: N/A
Reference Count: N/A
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)
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Cited: ED560820