<p><i>Note:</i> Standard scores on measures of letter knowledge and PA were not available. Possible maximum score for Letter Knowledge at T1,T2 & T3 = 26, but at T4 = 60; possible maximum score for PA at T1, T2, & T3 = 50, but at T4 = 62 (see text). Scores on the Oral Language and RAN were standard scores (i.e., <i>M</i> = 100; <i>SD</i> = 15), and scores on the sentence recall were scaled scores (i.e., <i>M</i> = 10; <i>SD</i> = 3).</p
Although the importance of reading comprehension is generally recognized, a better understanding of ...
<p>p<.05; **p<.01.</p><p><i>Note:</i> Parametric test results are marked with a. When the data viola...
<p>*<b>pathological performance;</b> # borderline performance; np = test not performed.</p><p>Scor...
<p><i>Note:</i> All scores used were raw scores except for reading efficiency (standard scores, i.e....
<p>(A) WIAT = Wechsler Individual Achievement Test and (B) TOWRE = Test of Word Reading Efficiency, ...
Mean and standard error of hit-item proportion in each time-block compared to the baseline score. A....
<p>Means and Standard Deviations (in brackets).</p><p><u>Pre-Intervention:</u> Reading Skills: SLS R...
The purpose of this study was to address competing hypotheses regarding the effects of domain specif...
The purpose of this study was to address competing hypotheses regarding the effects of domain specif...
<p>Mean scores (M) and Standard Deviations (SD) for literacy and cognitive measures in the three gro...
Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimi...
Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimi...
<p>Note: Span scores are reported for the working memory measures and reaction time (RT) in seconds ...
The study aimed to determine the outcomes of performance tasks in S.T.R.A.P.S format and its relatio...
<p>Note: WASI = Wechsler Abbreviated Intelligence Scale; VIQ = Verbal Intelligence Quotient; PIQ = P...
Although the importance of reading comprehension is generally recognized, a better understanding of ...
<p>p<.05; **p<.01.</p><p><i>Note:</i> Parametric test results are marked with a. When the data viola...
<p>*<b>pathological performance;</b> # borderline performance; np = test not performed.</p><p>Scor...
<p><i>Note:</i> All scores used were raw scores except for reading efficiency (standard scores, i.e....
<p>(A) WIAT = Wechsler Individual Achievement Test and (B) TOWRE = Test of Word Reading Efficiency, ...
Mean and standard error of hit-item proportion in each time-block compared to the baseline score. A....
<p>Means and Standard Deviations (in brackets).</p><p><u>Pre-Intervention:</u> Reading Skills: SLS R...
The purpose of this study was to address competing hypotheses regarding the effects of domain specif...
The purpose of this study was to address competing hypotheses regarding the effects of domain specif...
<p>Mean scores (M) and Standard Deviations (SD) for literacy and cognitive measures in the three gro...
Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimi...
Background: A fundamental aim of standardized educational assessment is to achieve reliable discrimi...
<p>Note: Span scores are reported for the working memory measures and reaction time (RT) in seconds ...
The study aimed to determine the outcomes of performance tasks in S.T.R.A.P.S format and its relatio...
<p>Note: WASI = Wechsler Abbreviated Intelligence Scale; VIQ = Verbal Intelligence Quotient; PIQ = P...
Although the importance of reading comprehension is generally recognized, a better understanding of ...
<p>p<.05; **p<.01.</p><p><i>Note:</i> Parametric test results are marked with a. When the data viola...
<p>*<b>pathological performance;</b> # borderline performance; np = test not performed.</p><p>Scor...