Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype

A wide share of secondary school children does not reach the expected competence level in reading. These children could benefit from more efficient intervention responses, providing a better understanding of their cognitive weaknesses/deficits. Our aim was to explore the cognitive heterogeneity of a...

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Bibliographic Details
Published in:	Journal of learning disabilities Vol. 54; no. 3; pp. 221 - 233
Main Authors:	Valdois, Sylviane, Reilhac, Caroline, Ginestet, Emilie, Line Bosse, Marie
Format:	Journal Article
Language:	English
Published:	Los Angeles, CA SAGE Publications 01-05-2021 SAGE Publications and Hammill Institute on Disabilities SAGE PUBLICATIONS, INC
Subjects:	Attention Attention Span Children Cognition Elementary school students Fluency Foreign Countries Grade 6 Intelligence Tests Intervention Language proficiency Language Skills Learning disabilities Naming Oral Language Phonemes Phonemic Awareness Predictor Variables Reading Reading Achievement Reading Difficulties Reading disabilities Reading Fluency Reading Instruction Reading Skills Secondary schools Special education Spoken language Visual attention Visual Perception France visual attention span phoneme awareness reading acquisition rapid automatized naming poor readers
Online Access:	Get full text
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