IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation. (Q33717338)

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19 January 2020

title

IQ Is Not Strongly Related to Response to Reading Instruction: A Meta-Analytic Interpretation (English)

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19 January 2020

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1

Karla K Stuebing

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19 January 2020

5

Jack M Fletcher

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19 January 2020

author name string

Amy E Barth

series ordinal

2

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19 January 2020

Peter J Molfese

series ordinal

3

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19 January 2020

Brandon Weiss

series ordinal

4

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19 January 2020

publication date

1 October 2009

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19 January 2020

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19 January 2020

volume

76

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19 January 2020

issue

1

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19 January 2020

page(s)

31-51

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A Response to Recent Reanalyses of the National Reading Panel Report: Effects of Systematic Phonics Instruction Are Practically Significant

19 January 2020

cites work

1 reference

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The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word identification skills, and reading comprehension by children with reading disabilities

21 June 2018

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Profiles of children with specific reading comprehension difficulties

21 June 2018

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Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods

21 June 2018

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A comparison of two reading interventions for children with reading disabilities

21 June 2018

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Differentiating between difficult-to-remediate and readily remediated poor readers: more evidence against the IQ-achievement discrepancy definition of reading disability

21 June 2018

1 reference

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Training phonological awareness with and without explicit attention to articulation.

21 June 2018

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Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction: evidence from a longitudinal intervention study

21 June 2018

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IQ and reading progress: a test of the capacity notion of IQ

21 June 2018

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An evaluation of the discrepancy definition of dyslexia

21 June 2018

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The concept of specific reading retardation

21 June 2018

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Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.

21 June 2018

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Do students with and without lexical retrieval weaknesses respond differently to instruction?

30 October 2018

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Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.

30 October 2018

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Meta-analysis: recent developments in quantitative methods for literature reviews.

30 October 2018

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A connectionist approach to making the predictability of English orthography explicit to at-risk beginning readers: evidence for alternative, effective strategies.

30 October 2018

1 reference

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Individual difference variables that predict response to training in phonological awareness.

30 October 2018

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Teaching Phonological Awareness to Young Children with Learning Disabilities

30 October 2018

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Persistence of dyslexia: the Connecticut Longitudinal Study at adolescence

30 October 2018

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12 December 2020

Emergent literacy skills and training time uniquely predict variability in responses to phonemic awareness training in disadvantaged kindergartners

1 reference

12 December 2020

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

1 reference

12 December 2020

Kindergarten prevention of dyslexia: does training in phonological awareness work for everybody?

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12 December 2020

Early intervention for reading disabilities: teaching the alphabet principle in a connectionist framework

1 reference

12 December 2020

Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient

1 reference

12 December 2020

Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions

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12 December 2020

Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With Disabilities Program; Early Intervention Program for Infants and Toddlers With Disabilities. Final regulations

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12 December 2020

10.1177/001440290907600102

Identifiers

DOI

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https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:20224749%20AND%20SRC:MED&resulttype=core&format=json

19 January 2020

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https://www.ebi.ac.uk/europepmc/webservices/rest/search?query=EXT_ID:20224749%20AND%20SRC:MED&resulttype=core&format=json

19 January 2020

PubMed publication ID

20224749

1 reference