A Cognitive and Linguistic Approach to Predicting and Remediating Word Reading Difficulties in Young Readers: Literacy Studies

Keyphrases

• Word Reading 100%
• Reading Difficulties 100%
• Linguistic Approach 100%
• Literacy Studies 100%
• Young Readers 100%
• Cognitive Approach 100%
• Intervention Program 66%
• Cognitive Processes 66%
• First Grade 66%
• Hebrew 33%
• Young children 33%
• Executive Function 33%
• Strong Correlation 33%
• Cognitive Ability 33%
• Cognitive Skills 33%
• Phonological Processing 33%
• Cognitive Profile 33%
• Memory Skills 33%
• Phonological Awareness 33%
• Cognitive Dimension 33%
• Model Complexity 33%
• Reading Development 33%
• Linguistic Competence 33%
• General Ability 33%
• Processing Speed 33%
• Word Recognition 33%
• Executive Skills 33%
• Language Specificity 33%
• Linguistic Profile 33%
• Low Memory 33%
• Working Memory Function 33%
• Visual Attention Span 33%

Psychology

• Intervention Program 100%
• Cognitive Function 50%
• Cognitive Skill 50%
• Working Memory 50%
• Cognitive Process 50%
• Phonological Awareness 50%
• Reading Development 50%
• Word Recognition 50%
• Universal Cognitive Process 50%
• Executive Function 50%