Personal Constructs and Attribution for Academic Success and Failure in Dyslexia.

By N. Humphrey, Patricia M. Mullins. 2003

99 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7ee3f362a3dc8a3191e94a3e575f643f99c6a187

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. S. Ingesson
2. E. Avramidis

In Education

1. Kalliopi Koukoura
2. S. Ingesson
3. Ioanna Anagnostou
4. F. Polychroni
5. E. Avramidis

Citations in the corpus

• Growing Up with Dyslexia (2007, background): “Thomson and Hartley (1980) found that dyslexic children at this age associate being a good reader with being happy, and Humphrey and Mullins (2002) reported that children with dyslexia, in contrast to a control group, believed that when one is good at reading, one can be considered intelligent, and…”
• Academic self‐concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? (2006, background): “This has also been confirmed with children with dyslexia (Humphrey & Mullins, 2002 ).”