Linked Life Data

15493321

Source:http://linkedlifedata.com/resource/pubmed/id/15493321

Statements in which the resource exists as a subject.
PredicateObject
rdf:type
lifeskim:mentions
pubmed:issue
3
pubmed:dateCreated
2004-10-20
pubmed:abstractText
It is widely accepted that deficits in phonological awareness skills are related to reading difficulties. Recently, another source of reading difficulty has been identified that involves naming speed, and combined impairments in phonological skills and naming speed will produce more severe reading deficits than single deficits in either of these cognitive skills. The purpose of this study was to investigate the consequences of grouping children based on the presence or absence of deficits in these skills. We demonstrate that the greater severity of reading impairment found in children with a double deficit could be due in part to a statistical artifact caused by grouping children based on their performance on two correlated continuous variables. This artifact also makes it difficult to establish the relative impact of deficits in naming speed on reading ability independent of deficits in phonological awareness.
pubmed:grant
pubmed:language
eng
pubmed:journal
pubmed:citationSubset
IM
pubmed:status
MEDLINE
pubmed:issn
0022-2194
pubmed:author
pubmed:issnType
Print
pubmed:volume
35
pubmed:owner
NLM
pubmed:authorsComplete
Y
pubmed:pagination
245-56
pubmed:dateRevised
2009-11-11
pubmed:meshHeading
pubmed:articleTitle
Relationship of rapid automatized naming and phonological awareness in early reading development: implications for the double-deficit hypothesis.
pubmed:affiliation
Department of Psychology, University of Houston, TX 77204-5022, USA. chris.schatschneide@mail.uh.edu
pubmed:publicationType
Journal Article, Research Support, U.S. Gov't, P.H.S.