Longitudinal Stability of Reading-Related Skills and Their Prediction of Reading Development
Longitudinal Stability of Reading-Related Skills and Their Prediction of Reading Development
Individual differences in word recognition, spelling, and reading comprehension for 324 children at a mean age of 16 were predicted from their reading-related skills (phoneme awareness, phonological decoding, rapid naming, and IQ) at a mean age of 10 years, after controlling the predictors for the autoregressive effects of the correlated …