Developmental Changes in Reading and Reading Disabilities

By H. Catts, Tiffany P. Hogan, Suzanne M. Adlof. 2005

345 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/e9a9a4922fb26cec32c4e44fc7f4f621fa63b13c

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In Developmental and Educational Psychology

Citations in the corpus

Increasing Higher Level Language Skills to Improve Reading Comprehension (2011, background): “Furthermore, the contribution of individual differences in decoding and listening comprehension to reading comprehension varies across grades (Aaron et al., 1999; Catts et al., 2005).”
Investigating English reading comprehension growth in adolescent language minority learners: some insights from the simple view (2011, background): “…roles of both linguistic comprehension and word decoding in predicting comprehension outcomes, with linguistic comprehension skills found to be better predictors of older students’ (e.g., adolescents) reading outcomes than word reading skills (e.g., Catts et al., 2005; Vellutino et al., 2007).”
Direct and Extended Vocabulary Instruction in Kindergarten: Investigating Transfer Effects (2010, background): “These include developing efficient measures for screening and monitoring progress (Catts et al., 2005) as well as conceptualizing and developing supplemental interventions that accelerate student learning.”
What is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools? (2009, background): “Our data differ from those reports but are more consistent with the findings reported by Catts et al. (2005) and Leach et al.”
Should the Simple View of Reading Include a Fluency Component? (2006, methodology): “Word recognition accuracy In some studies, the word recognition component of the Simple View has been measured by nonword decoding (Hoover & Gough, 1990; Joshi & Aaron, 2000), in others by real word accuracy (Dreyer & Katz, 1992), and still others by a combination of both (Aaron et al., 1999; Catts ”
Socioeconomic Status, English Proficiency, and Late-Emerging Reading Difficulties (2010, background): “…indicate that a substantial proportion of students who succeed in learning to read in the primary grades go on to encounter difficulties after third grade, confirming findings from prior research conducted with smaller samples (e.g., Catts et al., 2005; Leach et al., 2003; Lipka et al., 2006).”
Examining the contributions of syntactic awareness and syntactic knowledge to reading comprehension (2017, background): “For example, in a longitudinal study, Catts, Hogan, and Adolf (2005) found that the contributions of word-level reading abilities and language comprehension skills to reading comprehension varied across grades, such that word-level reading played a significant role in predicting reading…”
Direct Vocabulary Instruction in Kindergarten: Teaching for Breadth versus Depth (2009, background): “through targeted and teacher-supported instruction and other intervention efforts (Biemiller, 2001; Catts et al., 2005).”
The Simple View of Reading: Assessment and Intervention (2006, background): “…outcomes of reading ability in large data sets, which highlight the contributions of decoding and linguistic comprehension to reading comprehension as a function of development (e.g., Catts et al., 2005; Dickinson et al., 2003; NICHD, 2005; Shankweiler et al., 1999; Storch & Whitehurst, 2002).”
Converging Trajectories (2011, background): “Similarly, students who appear to be skilled readers by third grade may go on to encounter ‘‘late-emerging’’ reading difficulties in subsequent grades (e.g., Catts et al., 2005; Kieffer, 2010; Leach, Scarborough, & Rescorla, 2003; Lipka, Lesaux, & Siegel, 2006).”