Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students

@article{Hooper2011ConcurrentAL,
  title={Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students},
  author={Stephen R. Hooper and Lara-Jeane Costa and Matthew T. McBee and Kathleen L. Anderson and Donna Carlson Yerby and Sean B. Knuth and Amy L. Childress},
  journal={Reading and Writing},
  year={2011},
  volume={24},
  pages={221-252}
}
The primary purpose of this study was to examine several key questions related to the neuropsychological contributors to early written language. First, can we develop an empirical measurement model that encompasses many of the neuropsychological components that have been deemed as important to the development of written language? Second, once derived, will the neuropsychological components of this model remain stable over first and second grades or will the model change in its composition… CONTINUE READING

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