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A Strength-Focused Neuropsychological Analysys of Children with Reading Disability.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Strength-Focused Neuropsychological Analysys of Children with Reading Disability./
作者:	Lavin, Amelia H.
面頁冊數:	1 online resource (50 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.
Contained By:	Dissertation Abstracts International79-01B(E).
標題:	Clinical psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355223613

A Strength-Focused Neuropsychological Analysys of Children with Reading Disability.
Lavin, Amelia H.

A Strength-Focused Neuropsychological Analysys of Children with Reading Disability. - 1 online resource (50 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.

Thesis (Ps.D.)--Widener University, 2017.

Includes bibliographical references

In recent years, much attention has been focused on the possibility that those with reading disorders have certain cognitive advantages in addition to their specific disability in word reading and phonological processing. This study looked at the specific strengths outlined by The Dyslexic Advantage (Eide & Eide, 2012), due to the widespread popularity of the book and the specificity of strengths they propose. In their book, Drs. Brock and Fernette Eide define four main strengths that are commonly seen in those with reading disorder: material reasoning, narrative reasoning, interconnected reasoning, and dynamic reasoning. Using the model of strengths outlined by Eide & Eide (2012), this study examined an archival sample of 39 children diagnosed with reading disability and analyzed their profile of relative strengths in these areas in comparison to a group of 35 controls. Specifically, this study compared scores on certain subtests of commonly administered psychoeducational and neuropsychological assessment measures from a university-based outpatient neuropsychological assessment clinic. Results did not indicate any statistically significant areas of strength in the reading disability group when compared to age-matched controls. Implications for the results of this study suggest that this is an emerging area of interest which lacks empirical data to support it. This result calls for further investigation into particular areas of strength for individuals with specific learning disabilities.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355223613Subjects--Topical Terms:

649607
Clinical psychology.
Index Terms--Genre/Form:

554714
Electronic books.

A Strength-Focused Neuropsychological Analysys of Children with Reading Disability.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: B.
500 $a Adviser: Mary F. Lazar.
502 $a Thesis (Ps.D.)--Widener University, 2017.
504 $a Includes bibliographical references
520 $a In recent years, much attention has been focused on the possibility that those with reading disorders have certain cognitive advantages in addition to their specific disability in word reading and phonological processing. This study looked at the specific strengths outlined by The Dyslexic Advantage (Eide & Eide, 2012), due to the widespread popularity of the book and the specificity of strengths they propose. In their book, Drs. Brock and Fernette Eide define four main strengths that are commonly seen in those with reading disorder: material reasoning, narrative reasoning, interconnected reasoning, and dynamic reasoning. Using the model of strengths outlined by Eide & Eide (2012), this study examined an archival sample of 39 children diagnosed with reading disability and analyzed their profile of relative strengths in these areas in comparison to a group of 35 controls. Specifically, this study compared scores on certain subtests of commonly administered psychoeducational and neuropsychological assessment measures from a university-based outpatient neuropsychological assessment clinic. Results did not indicate any statistically significant areas of strength in the reading disability group when compared to age-matched controls. Implications for the results of this study suggest that this is an emerging area of interest which lacks empirical data to support it. This result calls for further investigation into particular areas of strength for individuals with specific learning disabilities.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Clinical psychology. $3 649607
650 4 $a Cognitive psychology. $3 556029
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