From single to multiple deficit models of developmental disorders.

By Bruce F. Pennington. Cognition, 2006

1,134 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Psychiatry and Mental health, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ef01833db03333681ef42b00252e1baa161dede8

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In Developmental and Educational Psychology

In Psychiatry and Mental health

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Citations in the corpus

Writing System Variation and Its Consequences for Reading and Dyslexia (2018, background): “We conceive of dyslexia as continuous variation on multiple dimensions, not as a discrete, qualitatively distinct category (Pennington, 2006; Rodgers, 1983; Share, McGee, McKenzie, Williams, & Silva, 1987; Shaywitz, Escobar, Shaywitz, Fletcher, & Makuch, 1992).”
Cognitive theories of autism (2007, background): “This is because a single cognitive deWcit model cannot easily account for co-morbidity of developmental disorders, especially with respect to their often high levels of genetic and cognitive overlap (see Pennington, 2006, for a detailed account of his model).”
Videogames and Young People with Developmental Disorders (2010, background): “There are various developmental disorders, sharing some features but differentiated on others (Hulme & Snowling, 2009; Pennington, 2006; Rutter & Sroufe, 2000).”
Individual Differences in Reading Development (2014, positive): “According to the cognitive deficit models of reading disability, deficient readers may be handicapped in their acquisition of reading skills due to underlying endogenous cognitive conditions or deficits that cannot be overcome (Pennington, 2006; Scarborough, 2002).”
Children’s reading difficulties, language, and reflections on the simple view of reading (2019, background): “These findings confirm poor language as a precursor; they also add to the growing evidence base that sees low language as an important factor within a complex multiple risk model of the disorder (Snowling&Melby-Lervåg, 2016; Pennington, 2006).”
Investigating Phonological Awareness and Naming Speed as Predictors of Reading in Arabic (2018, background): “Furthermore, it may be neither necessary nor helpful to identify subgroups; some current approaches rely exclusively on continuous variables as predictors, rejecting the notion of firm dividing lines between “deficit” and “normal” groups (e.g., Parrila &McQuarrie, 2015; Parrila & Protopapas, 2017; P”
A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD (2019, background): “…as heterogeneous conditions that arise from the additive and interactive effects of multiple genetic and nongenetic risk factors that lead toweaknesses inmultiple cognitive domains (Pennington, 2006; Sonuga-Barke, Sergeant, Nigg, & Willcutt, 2008; Willcutt, SonugaBarke, Nigg, & Sergeant, 2008).”