Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

692
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
692
Language and Cognition01:27

Language and Cognition

874
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
874
False Memories01:18

False Memories

702
False memories represent a cognitive distortion in which individuals recall events that did not happen, or remember them in an altered form. This phenomenon highlights the brain's constructive nature in processing and recalling memories, emphasizing that memory is not a perfect representation of past events but rather a dynamic reconstruction influenced by various factors.
One primary source of false memories is misattribution, where individuals incorrectly associate external information...
702
Beck's Cognitive Therapy01:25

Beck's Cognitive Therapy

615
Cognitive therapy is a psychological approach designed to address distortions in thinking, which can lead to negative emotions and unrealistic beliefs. These cognitive distortions often influence how individuals interpret and respond to situations, exacerbating emotional distress. Below are some prevalent cognitive distortions, their characteristics, and examples of how they manifest in thought processes.
Arbitrary Inference
Arbitrary inference involves making conclusions without sufficient...
615
Documentation of Nursing Diagnosis01:10

Documentation of Nursing Diagnosis

1.8K
The nurse documents nursing diagnoses and enters them into the patient record. The identified patient's nursing diagnosis is either written out with a plan of care or entered into the electronic health record.
In some settings, data-driven computerized decision support systems are in place, allowing for more accurate nursing diagnoses. The database within one of these systems includes diagnostic labels defining characteristics, activities, and indicators for nursing. A nurse enters...
1.8K
Stereotype Threat and Self-fulfilling Prophecies02:09

Stereotype Threat and Self-fulfilling Prophecies

28.1K
When we hold a stereotype about a person, we have expectations that he or she will fulfill that stereotype. A self-fulfilling prophecy is an expectation held by a person that alters his or her behavior in a way that tends to make it true. When we hold stereotypes about a person, we tend to treat the person according to our expectations. This treatment can influence the person to act according to our stereotypic expectations, thus confirming our stereotypic beliefs. Research by Rosenthal and...
28.1K

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

The association between reading anxiety and reading achievement: A meta-analysis and systematic review.

Psychological bulletin·2026
Same author

Comparing Children With and Without Learning Disabilities on Their Home Literacy Environment and Its Association With Pre-Reading Skills.

Journal of learning disabilities·2025
Same author

The Home Literacy Environment and Reading Development of Children With and Without Learning Disabilities.

Developmental science·2025
Same author

Revisiting the definition of dyslexia.

Annals of dyslexia·2024
Same author

Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading.

Reading research quarterly·2023
Same author

A Bayesian Probabilistic Framework for Identification of Individuals with Dyslexia.

Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading·2023

Related Experiment Video

Updated: Apr 25, 2026

The Deese-Roediger-McDermott DRM Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory
07:26

The Deese-Roediger-McDermott DRM Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Published on: January 31, 2017

39.8K

Specific Reading Comprehension Disability: Major Problem, Myth, or Misnomer?

Mercedes Spencer1, Jamie M Quinn1, Richard K Wagner1

  • 1Florida Center for Reading Research and Florida State University.

Learning Disabilities Research & Practice : a Publication of the Division for Learning Disabilities, Council for Exceptional Children
|August 22, 2014
PubMed
Summary

Most poor reading comprehension in young students stems from general language difficulties, not just reading issues. Early identification and intervention for language comprehension are crucial for academic success.

Keywords:
reading comprehensionreading disabilityspecific language impairment

More Related Videos

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

5.9K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

6.5K

Related Experiment Videos

Last Updated: Apr 25, 2026

The Deese-Roediger-McDermott DRM Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory
07:26

The Deese-Roediger-McDermott DRM Task: A Simple Cognitive Paradigm to Investigate False Memories in the Laboratory

Published on: January 31, 2017

39.8K
Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading
05:54

Eye-tracking to Distinguish Comprehension-based and Oculomotor-based Regressive Eye Movements During Reading

Published on: October 18, 2018

5.9K
Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
06:33

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding

Published on: October 11, 2018

6.5K

Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Linguistics

Background:

  • Reading comprehension is crucial for academic success.
  • Identifying the root causes of reading comprehension difficulties in young learners is essential for effective intervention.
  • Previous hypotheses suggested specific reading-related deficits versus broader language issues.

Purpose of the Study:

  • To investigate the underlying causes of reading comprehension problems in first- through third-grade students.
  • To test competing hypotheses regarding the nature of poor reading comprehension.
  • To determine if comprehension deficits are specific to reading or general to language.

Main Methods:

  • Analysis of a large dataset of over 425,000 students across 9 cohorts.
  • Assessment of reading comprehension, decoding skills, and vocabulary in first-, second-, and third-graders.
  • Comparison of performance patterns across different grade levels and cohorts.

Main Results:

  • Less than 1% of students with poor reading comprehension had adequate decoding and vocabulary skills.
  • The findings were consistent across all student cohorts studied.
  • Poor reading comprehension is a significant issue, but not necessarily specific to reading itself.

Conclusions:

  • The term 'specific reading comprehension disability' may be a misnomer.
  • Comprehension problems in students with poor reading skills are often indicative of broader language comprehension deficits.
  • Intervention strategies should consider general language abilities alongside reading-specific skills.