2025
School-Based Interventions for Dyslexic Readers During Elementary Grades Do Not Improve Reading as Adults
Ferrer E, Toste J, Shaywitz B, Holahan J, Shaywitz S. School-Based Interventions for Dyslexic Readers During Elementary Grades Do Not Improve Reading as Adults. Journal Of Pediatric Neuropsychology 2025 DOI: 10.1037/jpn0000011.Peer-Reviewed Original ResearchSchool-based interventionsDyslexic readersConnecticut Longitudinal StudyElementary gradesPrimary gradesReading outcomesReading comprehensionReading difficultiesSchool settingsDyslexia interventionDyslexiaSchoolStudentsComprehensive interventionEvidence-based interventionsLongitudinal studyGradeStudy sampleReadersElementaryAged 5Empirical supportInterventionReadingComprehension
2007
Longitudinal Models of Developmental Dynamics Between Reading and Cognition From Childhood to Adolescence
Ferrer E, McArdle JJ, Shaywitz BA, Holahan JM, Marchione K, Shaywitz SE. Longitudinal Models of Developmental Dynamics Between Reading and Cognition From Childhood to Adolescence. Developmental Psychology 2007, 43: 1460-1473. PMID: 18020824, DOI: 10.1037/0012-1649.43.6.1460.Peer-Reviewed Original ResearchConceptsWechsler Intelligence ScaleDynamics of readingIntelligence ScaleWoodcock-Johnson PsychoConnecticut Longitudinal StudyLongitudinal dataEducational BatteryChildren's performanceReading subtestCognitionDynamic relationsLongitudinal studyVerbal scaleLongitudinal modelPerformance ScaleDevelopmental dynamicsPositive influenceReadingDynamic interrelationsAge rangeStronger magnitudeSubtestsComprehensionAdolescencePsycho
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