Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level

By E. Arzubi, Andrés Martin. 2005

500 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/efed39ecf374238f77d7f256468bb695a5ea435e

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

Citations in the corpus

Universal Design for Learning in Postsecondary Education: Reflections on Principles and their Application (2006, background): “Imaging studies on many types of recognition problems, including recent work on dyslexia, have revealed atypical patterns of posterior activation (Shaywitz, 2005).”
"Coach" can mean many things: five categories of literacy coaches in Reading First (2007, background): “For example, coaches in different states often received a portion of their training from the same external consultants (for example, Anita Archer’s workshops on student engagement or Jan Hasbrouck’s training for coaches), and they reported reading many of the same books, such as Overcoming Dyslexia ”
The Future of a Mistake: Will Discrepancy Measurement Continue to Make the Learning Disabilities Field a Pseudoscience? (2005, background): “A variety of neuroanatomical studies have indicated that atypical brain symmetries and other cortical anomalies are associated with reading disability (e.g., Hynd, Clinton, & Hiemenz, 1999; Shaywitz, 2003).”
Language deficits in poor comprehenders: a case for the simple view of reading. (2006, background): “Considerable research attention has focused on children with reading disabilities (Catts & Kamhi, 2005; Shaywitz, 2003; Vellutino, Fletcher, Snowling, & Scanlon, 2004).”
The Simple View of Reading: Assessment and Intervention (2006, background): “Figure 1 presents a graphical depiction of the Simple View model that builds on the original work first proposed by Gough and his colleagues and borrows from the work of Shaywitz (2003). As shown in this figure, oral language skills can be decomposed into skills that primarily relate to decoding and”
Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches (2005, unknown): “These gains also exceed the “ambitious” target of .65 words per week recommended by Shaywitz (2003) and the “normative” gains of .5 words per week of students with LD in general (Deno et al., 2001).”
The Relation of Morphological Awareness and Syntactic Awareness to Adults’ Reading Comprehension (2011, background): “of reading (Gough & Tunmer, 1986; Hoover & Gough, 1990; Shaywitz, 2003) that proposes that phonological skill feeds into decoding, which—coupled with the broadbased language skills of vocabulary, syntax, morphosyntax, and discourse—feeds into reading skill.”