ERIC Number: EJ660990
Record Type: Journal
Publication Date: 2003
Reference Count: N/A
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)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A