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Specific reading disability (dyslexia): what have we learned in the past four decades?
TLDR
Evidence is presented in support of the idea that many poor readers are impaired because of inadequate instruction or other experiential factors, and Hypothesized deficits in general learning abilities and low-level sensory deficits have weak validity as causal factors in specific reading disability.
Functional disruption in the organization of the brain for reading in dyslexia.
TLDR
Using functional magnetic resonance imaging to compare brain activation patterns in dyslexic and nonimpaired subjects as they performed tasks that made progressively greater demands on phonologic analysis supports a conclusion that the impairment in Dyslexia is phonologic in nature.
Sex differences in the functional organization of the brain for language
TLDR
The data provide clear evidence for a sex difference in the functional organization of the brain for language and indicate that these variations exist at the level of phonological processing.
Learning Disabilities : From Identification to Intervention
TLDR
This chapter discusses classification, definition, and identification of Learning Disabilities, as well as assessment of learning disabilities, and their applications in reading and mathematics.
Cerebral organization of component processes in reading.
TLDR
The cerebral organization of word identification processes in reading was examined using functional magnetic resonance imaging (fMRI) and a strategy of multiple subtractions was employed in order to validate relationships between structure and function.
The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems
The purpose of this study was to examine the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured on
Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders
TLDR
It is proposed that it is misguided and generally unjustified to attempt to control for IQ differences by matching procedures or, more commonly, by using IQ scores as covariates.
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