Subtyping Children's Reading Disabilities Using a Comprehensive Neuropsychological Measure

REFERENCES

• Baddeley A. Working memory and language: An overview. Journal of Communication Disorders 2003; 36: 189–208
   PubMed Web of Science ®Google Scholar
• Baddeley A., Gathercole S., Papagno C. The phonological loop as a language learning device. Psychological Review 1998; 105: 158–173
   PubMed Web of Science ®Google Scholar
• Baddeley A., Logie R. Working memory: The multiple component model. Models of Working Memory: Mechanisms of Active Maintenance and Executive Control, A. Miyake, P. Shah. Cambridge University Press, Cambridge 1999; 28–61
   Google Scholar
• Brady S. A. Ability to encode phonological representations: An underlying difficulty of poor readers. Foundations of Reading Acquisition and Dyslexia: Implications for Early Intervention, B. A. Blachman. Erlbaum, Mahwah, NJ 1997; 21–48
   Google Scholar
• Bull R., Johnston R. S., Roy J. A. Exploring the roles of the visual-spatial sketch pad and central executive in children's arithmetical skills: Views from cognition and developmental neuropsychology. Developmental Neuropsychology 1999; 15(3)421–422
   Web of Science ®Google Scholar
• Cain K., Oakhill J., Bryant P. Phonological skills and comprehension failure: A test of the phonological processing deficit hypothesis. Reading and Writing: An Interdisciplinary Journal 2000; 13: 31–56
   Web of Science ®Google Scholar
• Castles A., Coltheart M. Varieties of developmental dyslexia. Cognition 1993; 47(2)149–180
   PubMed Web of Science ®Google Scholar
• Chiappe P., Hasher L., Siegel L. S. Working memory, inhibitory control, and reading disability. Memory and Cognition 2000; 28(1)8–17
   PubMed Web of Science ®Google Scholar
• D'Amato R. C., Dean R. S., Rhodes R. L. Subtyping children's learning disabilities with neuropsychological, intellectual, and achievement measures. International Journal of Neuroscience 1998; 96: 107–125
   Web of Science ®Google Scholar
• . Handbook of School Neuropsychology, R. C. D'Amato, E. Fletcher, C. R. Reynolds, et al. Wiley, Hoboken, NJ 2005
   Google Scholar
• D'Amato R. C., Hartlage L. C. Essentials of Neuropsychological Assessment: Treatment Planning for Rehabilitation (2nd ed), , et al. Springer, New York, in press
   Google Scholar
• D'Amato R. C., Rothlisberg B. A., Rhodes R. L. Utilizing a neuropsychological paradigm for understanding common educational and psychological tests. Handbook of Clinical Child Neuropsychology (2nd ed.), C. R. Reynolds, E. Fletcher-Janzen. Plenum, New York 1997; 270–295
   Google Scholar
• D'Amato R. C., Rothlisberg B. A., Work P. H. L. Neuropsychological assessment for intervention. The Handbook of School Psychology (3rd ed.), C. R. Reynolds, T. B. Gutkin. Wiley, New York 1999; 452–475
   Google Scholar
• Fletcher J. M., Morris R. D., Lyon G. R. Classification and definition of learning disabilities: An integrative perspective. Handbook of Learning Disabilities, H. L. Swanson, K. R. Harris, S. Graham. Guilford, New York 2003; 30–56
   Google Scholar
• Fletcher J. M., Morris R., Lyon G. R., Stuebing K. K., Shaywitz S. E., Shankweiler D. P., . Subtypes of dyslexia: An old problem revisited. Foundations of Reading Acquisition and Dyslexia: Implications for Early Intervention, B. A. Blachman, et al. Erlbaum, Mahwah, NJ 1997; 95–114
   Google Scholar
• Friederici A. D., Lachmann T. From language to reading and reading disability: Cognitive functions and their neural basis. Basic Functions of Language, Reading, and Reading Disability, E. Witruk, A. D. Friederici, T. Lachmann. Kluwer Academic, Boston 2002; 9–24
   Google Scholar
• Goswami U. Phonological and lexical processes. Handbook of Learning Disabilities, H. L. Swanson, K. R. Harris. Guilford, New York 2003; 251–267
   Google Scholar
• Habib M. The neurological basis of developmental dyslexia: An overview and working hypothesis. Brain 2000; 123: 2373–2399
   PubMed Web of Science ®Google Scholar
• Hair J. F., Anderson R. E., Tatham R. L., Black W. C. Multivariate Data Analysis with Readings (4th), , et al. Prentice Hall, Upper Saddle River, NJ 1995
   Google Scholar
• Hair J. F., Jr., Black W. C. Cluster analysis. Reading and Understanding More Multivariate Statistics, L. G. Grimm, P. R. Yarnold. American Psychological Association, Washington, DC 2000; 147–205
   Google Scholar
• Hale J. B., Fiorello C. A. School Neuropsychology: A Practitioners's Handbook, , et al. Guilford, New York 2004
   Google Scholar
• Hoerig D. C., Davis A. S., D'Amato R. C. Evaluating the relation between memory and intelligence in children with learning disabilities. Psychological Reports 2002; 91: 1169–1173
   PubMed Web of Science ®Google Scholar
• Howes N. L., Bigler E. D., Lawson J. S., Burlingame G. M. Reading disability subtypes and the test of memory and learning. Archives of Clinical Neuropsychology 1999; 14(3)317–339
   PubMed Web of Science ®Google Scholar
• James E. M., Selz J. Neuropsychological bases of common learning and behavior problems in children. Handbook of Clinical Child Neuropsychology (2nd), C. R. Reynolds, E. Fletcher-Janzen. Plenum, New York 1997; 157–179
   Google Scholar
• Josepth L. M. Understanding and implementing neuropsychologically based literacy interventions. Handbook of School Neuropsychology., R. C. D'Amato, E. Fletcher-Janzen, C. R. Reynolds. Wiley, Hoboken, NJ 2005; 738–757
   Google Scholar
• Kalat J. W., Wurm T. Implications of recent research in biological psychology for school psychology. The Handbook of School Psychology (3rd), C. R. Reynolds, T. B. Gutkin. Wiley, Hoboken, NJ 1999; 271–290
   Google Scholar
• Kibby M. Y. The contribution of phonological processing to verbal working memory span: Focus on children with reading disabilities. Dissertation Abstracts International 1999; 59(9-B)5091
   Google Scholar
• Korkman M., Kirk U., Kemp S. NEPSY: A Developmental Neuropsychological Assessment, , et al. Psychological Corporation, San Antonio 1998
   Google Scholar
• Lezak M. D., Howieson D. B., Loring D., Hannay H. J. Neuropsychological Assessment (4th ed.), , et al. Oxford University Press, New York 2004
   Google Scholar
• Liberman I. Y., Shankweiler D. P., Liberman A. M. The alphabetic principle and learning to read. Phonology and Reading Disability: Solving the Reading Puzzle, D. P. Shankweiler, I. Y. Liberman. University of Michigan Press, Ann Arbor 1989; 1–33
   Google Scholar
• Liberman I. Y., Shankweiler D. P., Liberman A. M. Phonology and Reading Disability: Solving the Reading Puzzle, , et al. University of Michigan Press, Ann Arbor 1989
   Google Scholar
• Logie R. H. The seven ages of working memory. Working Memory and Human Cognition, J. Richardson. Oxford University, New York 1996; 31–65
   Google Scholar
• Lovett M. W., Barron R. W., Benson N. J. Effective remediation of word identification and decoding difficulties in school-age children with reading disabilities. Handbook of Learning Disabilities, H. L. Swanson, K. R. Harris, S. Graham. Guilford, New York 2003; 273–292
   Google Scholar
• Lovett M. W., Lacerenza L., Borden S. L. Putting struggling readers on the PHAST track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes. Journal of Learning Disabilities 2000a; 33(5)458–476
   PubMed Web of Science ®Google Scholar
• Lovett M. W., Lacerenza L., Borden S. L., Frijters J. C., Steinbach K. A., De Palma M. Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcomes. Journal of Educational Psychology 2000b; 92(2)263–283
   Web of Science ®Google Scholar
• Lovett M. W., Steinbach K. A., Frijters J. C. Remediating the core deficits of developmental reading disability: A double-deficit perspective. Journal of Learning Disabilities 2000; 33(4)334–358
   PubMed Web of Science ®Google Scholar
• Luria A. R. The Working Brain, , et al. Penguin Press, London 1973
   Google Scholar
• Luria A. R. Higher Cortical Functions in Man (2nd), , et al. Basic Books, New York 1980
   Google Scholar
• Lyon G. R. Research in Learning Disabilities, Technical Report, , et al. National Institutes of Child Health and Human Development, Bethesda, MD 1991
   Google Scholar
• Manis F. R., Seidenberg M. S., Doi L. M., McBride-Chang C., Petersen A. On the basis of two subtypes of developmental dyslexia. Cognition 1996; 58(2)157–195
   PubMed Web of Science ®Google Scholar
• Milligan G. W., Cooper M. C. An examination of procedures for determining the number of clusters in a data set. Psychometrika 1985; 50(2)159–179
   Web of Science ®Google Scholar
• Mody M., Studdert-Kennedy M., Brady S. Speech perception deficits in poor readers: Auditory processing or phonological coding?. Journal of Experimental Child Psychology 1997; 64(2)199–231
   PubMed Web of Science ®Google Scholar
• Morris R. D., Stuebing K. K., Fletcher J. M., Shaywitz S. E., Lyon G. R., Shankweiler D. P., et al. Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology 1998; 90(3)347–373
   Web of Science ®Google Scholar
• Palmer S. Phonological recoding deficit in working memory of dyslexic teenagers. Journal of Research in Reading 2000; 23(1)28–40
   Google Scholar
• Passolunghi M. C., Cornoldi C., De Liberto S. Working memory and intrusions of irrelevant information in a group of specific poor problem solvers. Memory and Cognition 1999; 27(5)779–790
   PubMed Web of Science ®Google Scholar
• Petrill S. A., Deater-Deckard K., Thompson L. A., DeThorne L. S., Schatschneider C. Reading skills in early readers: Genetic and shared environmental influcences. Jounral of Learning Disabilities 2006; 39(1)48–55
   PubMed Web of Science ®Google Scholar
• Pelletier S. L. F., Hiemenz J. R., Shapiro M. B. The application of neuropsychology in the schools should not be called school neuropsychology: A rejoinder to Crespi and Cooke. The School Psychologist 2004; 58: 17–24
   Google Scholar
• Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, , et al, 2000, Retrieved June 2003 from Report, National Institute of Child Health and Human Development Web Site: http://www.nichd.nih.gov/publications/
   Google Scholar
• Reynolds C. R., French C. L. The brain as a dynamic organ of information processing and learning. Handbook of School Neuropsychology, R. C. D'Amato, E. Fletcher-Janzen, C. R. Reynolds. Wiley, Hoboken, NJ 2005; 86–119
   Google Scholar
• Rhodes R. L., D'Amato R. C., Rothlisberg B. A. Utilizing a neuropsychological paradigm for understanding common educational and psychological tests. Handbook of Clinical Child Neuropsychology (3rd), C. R. Reynolds, E. Fletcher-Janzen. Plenum, New York, in press
   Google Scholar
• Sattler J. M., D'Amato R. C. Brain injuries: Formal batteries and informal measures. Assessment of Children: Behavioral and Clinical Applications (4th), J. M. Sattler. Sattler Publisher, San Diego 2002; 440–469
   Google Scholar
• Seidenberg M. S., McClelland J. L. A distributed, developmental model of word recognition and naming. Psychological Review 1989; 96: 523–568
   PubMed Web of Science ®Google Scholar
• Semrud-Clikeman M., Goldenring Fine J., Harder L. Providing neuropsychological services to students with learning disabilities. Handbook of School Neuropsychology, R. C. D'Amato, E. Fletcher-Janzen, C. R. Reynolds. Wiley, Hoboken, NJ 2005; 403–424
   Google Scholar
• Shankweiler D., Lundquist E., Dreyer L. G., Dickinson C. C. Reading and spelling difficulties in high school students: Causes and consequences. Reading and Writing, An Interdisciplinary Journal 1996; 8: 267–294
   Web of Science ®Google Scholar
• Share D. L. Phonological recoding and self-teaching: Sin qua non of reading acquisition. Cognition 1995; 55: 151–218
   PubMed Web of Science ®Google Scholar
• Sharma S. Applied Multivariate Techniques, , et al. Wiley, New York 1995
   Google Scholar
• Shaywitz S. Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level, , et al. Knopf, New York 2003
   Google Scholar
• Siegel L. S. Basic cognitive processes and reading disabilities. Handbook of Learning Disabilities, H. L Swanson, K. R. Harris, S. Graham. Guilford, New York 2003; 158–181
   Google Scholar
• Snow C. E., Burns M. S., Griffin P. Preventing Reading Difficulties in Children, , et al. National Academy Press, Washington, DC 1998
   Google Scholar
• Stanovich K. E. Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological core variable difference model. Journal of Learning Disabilities 1988; 21: 590–604
   PubMed Web of Science ®Google Scholar
• Stanovich K. E. Discrepancy definitions of reading disability: Has intelligence led us astray?. Reading Research Quarterly 1991; 26: 1–29
   Web of Science ®Google Scholar
• Stanovich K. E., Siegel L. S., Gottardo A. Converging evidence for phonological and surface subtypes of reading disability. Journal of Educational Psychology 1997; 89(1)114–127
   Web of Science ®Google Scholar
• Stanovich K. E., Siegel L. S., Gottardo A., Chiappe P., Sidhu R. Subtypes of developmental dyslexia: Differences in phonological and orthographic coding. Foundations of Reading Acquisition and Dyslexia: Implications for Early Intervention, B. A. Blachman. Erlbaum, Mahwah, NJ 1997; 115–141
   Google Scholar
• Swanson H. L. Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?. Journal of Experimental Child Psychology 1999; 72(1)1–31
   PubMed Web of Science ®Google Scholar
• Swanson H. L. Are working memory deficits in readers with learning disabilities hard to change?. Journal of Learning Disabilities 2000; 33(6)551–566
   PubMed Web of Science ®Google Scholar
• Swanson H. L., Saez L. Memory difficulties in children and adults with learning disabilities. Handbook of Learning Disabilities, H. L. Swanson, K. R. Harris. Guilford, New York 2003; 182–198
   Google Scholar
• Swanson H. L., Sasche-Lee C. A subgroup analysis of working memory in children with reading disabilities: Domain general or domain specific deficiency. Journal of Learning Disabilities 2001; 34: 249–263
   PubMed Web of Science ®Google Scholar
• Swanson H. L., Siegel L. Elaborating on working memory and learning disabilities: A reply to commentators. Issues in Education: Contributions from Educational Psychology 2001; 7(1)107–129
   Google Scholar
• Teeter Ellison A., Semrud-Clikeman M. Child Neuropsychology: Assessment and Interventions for Neurodevelopmental Disorders (2nd), , et al. Springer, New York 2007
   Google Scholar
• Torgesen J. K., Wagner R. K., Rashotte C. A. Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies of Reading 1997; 1: 217–234
   Google Scholar
• Torgesen J. K., Wagner R. K. Alternative diagnostic approaches for specific developmental reading disabilities. Learning Disabilities Research and Practice 1998; 13: 220–232
   Google Scholar
• Tractenberg R. E. Exploring hypotheses about phonological awareness, memory, and reading achievement. Journal of Learning Disabilities 2002; 35(5)407–424
   PubMed Web of Science ®Google Scholar
• Traughber M. C., D'Amato R. C. Integrating evidence-based neuropsychological services into school settings: Issues and challenges for the future. Handbook of School Neuropsychology, R. C. D'Amato, E. Fletcher-Janzen, C. R. Reynolds. Wiley, Hoboken, NJ 2005; 827–858
   Google Scholar
• Wagner R. K., Torgesen J. K., Rashotte C. A., Hecht S. A., Barker T. A., Burgess S. R., et al. Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A five-year longitudinal study. Developmental Psychology 1997; 33: 468–479
   PubMed Web of Science ®Google Scholar
• Witsken D., D'Amato R. C., Hartlage L. C. Understanding the past, present, and future of clinical neuropsychology. Essentials of Neuropsychological Assessment: Rehabilitation Planning for Intervention (2nd), L. C. Hartlage, R. C. D'Amato. Springer, New York, NY, in press
   Google Scholar
• Witsken D., Stoeckel A., D'Amato R. C. Leading educational change using a neuropsychological response-to-intervention approach: Linking our past, present, and future. Psychology in the Schools, in press
   Web of Science ®Google Scholar
• Wolf M., Bowers P. The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology 1999; 91(3)415–438
   Web of Science ®Google Scholar
• Wolf M., O’Rourke A. G., Gidney C., Lovett M., Cirino P., Morris R. The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia. Reading and Writing: An Interdisciplinary Journal 2002; 15: 43–72
   Google Scholar
• Wolf M., Pfeil C., Lotz R., Biddle K. Towards a more universal understanding of the developmental dyslexias: The contribution of orthographic factors. The Varieties of Orthographic Knowledge, V. W. Berninger. Kluwer Academic, DordrechtNetherlands 1994; 137–171
   Google Scholar
• Work P. H. L., Hee-sook C. Developing classroom and group interventions based on a neuropsychological paradign. Handbook of School Neuropsychology, R. C. D'Amato, E. Fletcher-Janzen, C. R. Reynolds. Wiley, Hoboken, NJ 2005; 663–683
   Google Scholar
• World Health Organization. The international classification of diseases. ICD-10 Classification of Mental and Behavioral Disorders, , et al. World Health Organization, Geneva 1993; 10
   Google Scholar