How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities.

ABSTRACT: There is now considerable evidence regarding the types of interventions that are effective at remediating reading disabilities on average. It is generally unclear, however, what predicts the magnitude of individual-level change following a given intervention. We examine new predictors of intervention gains that are theoretically grounded in computational models of reading and focus on individual differences in the functional organization of the reading system. Specifically, we estimate the extent to which children with reading disabilities (n=118 3^rd-4^th graders) rely on two sources of information during an oral word reading task - print-speech correspondences and semantic imageability - before and after a phonologically-weighted intervention. We show that children wh

SUBMITTER: Siegelman N 

PROVIDER: S-EPMC9122333 | biostudies-literature | 2022 May

REPOSITORIES: biostudies-literature