Literaturnachweis - Detailanzeige
Autor/inn/en | Ackerman, Peggy T.; Dykman, Roscoe A. |
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Titel | Phonological Processes, Confrontational Naming, and Immediate Memory in Dyslexia. |
Quelle | In: Journal of Learning Disabilities, 26 (1993) 9, S.597-609Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-2194 |
Schlagwörter | Attention Deficit Disorders; Dyslexia; Educational Diagnosis; Elementary Education; Phonology; Reading Achievement; Reading Difficulties; Short Term Memory; Speech Skills Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Pedagogical diagnostics; Pädagogische Diagnostik; Elementarunterricht; Fonologie; Leseleistung; Reading difficulty; Leseschwierigkeit; Kurzzeitgedächtnis; Mündliche Leistung; Sprachfertigkeit |
Abstract | Dyslexic readers (n=42) were contrasted with 56 adequate readers with attention deficit disorder and 21 poor readers. The children, ages 7-12, were studied in terms of simple and complex phonological processing, speech rate, continuous naming speed, running memory span, serial memory span, and mental addition. Evidence suggested that the two poor reader groups were distinguishable. (Author/JDD) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2004/1/01 |