Matthew J Hayat, MyoungJin Kim, Todd A Schwartz, Michael R Jiroutek
A study of statistics knowledge among nurse faculty in schools with research doctorate programs
Nursing outlook
reading impairment major learning disability children research illiteracy mainly conducted sociological perspective research dyslexia typically studied cognitivelinguistic perspective studies jointly investigate sociological behavioral cognitive factors predicting reading outcome rare limited englishspeaking populations goal present study screen second grade children reading impairment french urban elementary schools pin factors explain various facets reading failure success total 1062 children 20 different schools city paris participated study different aspects reading assessed individually children suspected impairment reading acquisition subsequently 131 poor readers 50 typically developing readers matched sex age school children medical cognitive behavioral individual socioeconomic data obtained group differences examined multiple regression analyses conducted examine much variance reading explained various variables prevalence poor reading skills grade 2 highly influenced neighborhood socioeconomic status ses ranging 33 high ses 205 low ses areas among ses variables employment father significant predictor poor reading among cognitive variables phonological awareness rapid naming significant factors much verbal nonverbal intelligence among behavioral variables attention important factor externalized symptoms multiple regression analyses showed reading outcome best predicted phonological awareness skills attention deficits majority children reading disability come low ses areas english literature robust predictor reading impairment phonological awareness even ses taken account addition attention deficits seemed aggravate reading impairments children weak phonological awareness skills successful early prevention focus reinforcing phonological awareness recoding attention skills