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Language and reading comprehension for students with dyslexia: An introduction to the special issue.

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Title: Language and reading comprehension for students with dyslexia: An introduction to the special issue.
Authors: Stevens, Elizabeth A. (AUTHOR), Hall, Colby (AUTHOR), Vaughn, Sharon (AUTHOR)
Source: Annals of Dyslexia. Jul2022, Vol. 72 Issue 2, p197-203. 7p.
Subjects: Reading comprehension, Orthography & spelling, Dyslexia, School children, Poor people, African American students
Abstract: According to the International Dyslexia Association ([9]) and U.S. National Institute of Child Health and Human Development ([14]), dyslexia is a specific learning disability that is neurobiological in origin and characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and poor decoding. Bishop and Snowling ([2]) summarize the research involving students in high-risk families, finding many students exhibit oral language difficulties in preschool before learning to read, which suggests these difficulties co-occur with dyslexia. Another explanation for language comprehension difficulties in students with dyslexia posits that effortful, inefficient word reading places significant demands on cognitive resources and in this way interferes with language comprehension processes. This language-focused index has been proposed as proxy measure for dyslexia, assessing the prevalence of dyslexia in the population based on the expectation that RC would be considerably lower than LC among students with dyslexia. [Extracted from the article]
Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Language and reading comprehension for students with dyslexia: An introduction to the special issue.
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  Data: <searchLink fieldCode="AR" term="%22Stevens%2C+Elizabeth+A%2E%22">Stevens, Elizabeth A.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hall%2C+Colby%22">Hall, Colby</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vaughn%2C+Sharon%22">Vaughn, Sharon</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Annals+of+Dyslexia%22">Annals of Dyslexia</searchLink>. Jul2022, Vol. 72 Issue 2, p197-203. 7p.
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  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Orthography+%26+spelling%22">Orthography & spelling</searchLink><br /><searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Poor+people%22">Poor people</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+students%22">African American students</searchLink>
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  Data: According to the International Dyslexia Association ([9]) and U.S. National Institute of Child Health and Human Development ([14]), dyslexia is a specific learning disability that is neurobiological in origin and characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and poor decoding. Bishop and Snowling ([2]) summarize the research involving students in high-risk families, finding many students exhibit oral language difficulties in preschool before learning to read, which suggests these difficulties co-occur with dyslexia. Another explanation for language comprehension difficulties in students with dyslexia posits that effortful, inefficient word reading places significant demands on cognitive resources and in this way interferes with language comprehension processes. This language-focused index has been proposed as proxy measure for dyslexia, assessing the prevalence of dyslexia in the population based on the expectation that RC would be considerably lower than LC among students with dyslexia. [Extracted from the article]
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  Data: <i>Copyright of Annals of Dyslexia is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11881-022-00260-6
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      – SubjectFull: Orthography & spelling
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      – SubjectFull: Dyslexia
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              Text: Jul2022
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