Ausgabe 2/2022
Special Issue on Reading Comprehension for Students with Dyslexia: Word to World
Inhalt (9 Artikel)
Editorial
Language and reading comprehension for students with dyslexia: An introduction to the special issue
Elizabeth A. Stevens, Colby Hall, Sharon Vaughn
A meta-analytic review of comprehension deficits in students with dyslexia
George K. Georgiou, Dalia Martinez, Ana Paula Alves Vieira, Andrea Antoniuk, Sandra Romero, Kan Guo
Understanding the nature and severity of reading difficulties among students with language and reading comprehension difficulties
Philip Capin, Sandra L. Gillam, Anna-Maria Fall, Gregory Roberts, Jordan T. Dille, Ronald B. Gillam
The reading profiles of late elementary English learners with and without risk for dyslexia
Jeremy Miciak, Yusra Ahmed, Phil Capin, David J. Francis
Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index
Timothy N. Odegard, Emily A. Farris, Julie A. Washington
Open Access
Response to intervention for high school students: examining baseline word reading skills and reading comprehension outcomes
Michael Solis, Paulina Kulesz, Kelly Williams
Open Access
The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia
C. A. N. Knoop-van Campen, D. ter Doest, L. Verhoeven, E. Segers
The neurocognitive basis of morphological processing in typical and impaired readers
Rebecca A. Marks, Rachel L. Eggleston, Xin Sun, Chi-Lin Yu, Kehui Zhang, Nia Nickerson, Xiao-Su Hu, Ioulia Kovelman
The role of word knowledge in error detection: a challenge to the broken error monitor account of dyslexia
Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti, Benjamin B. Rickles