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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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.
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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.
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...

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Updated: Jun 23, 2026

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

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Published on: July 18, 2020

Early Screening for Decoding- and Language-Related Reading Difficulties in First and Third Grades.

Rebecca D Silverman1, Daniel McNeish2, Deborah L Speece3

  • 1Stanford University, CA, USA.

Assessment for Effective Intervention : Official Journal of the Council for Educational Diagnostic Services
|June 22, 2026
PubMed
Summary
This summary is machine-generated.

Early identification of reading comprehension difficulties is possible using decoding and language predictors. Sight word reading, sentence repetition, and oral discourse accurately screen students at risk for reading challenges in first and third grades.

Keywords:
early literacyreading/literacyscreening/benchmarking

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Area of Science:

  • Education
  • Psychology
  • Linguistics

Background:

  • Reading comprehension difficulties affect academic success.
  • Early identification is crucial for timely intervention.
  • Predicting reading comprehension from early skills is an active research area.

Purpose of the Study:

  • To identify predictors of reading comprehension difficulties at the end of first and third grades.
  • To evaluate the accuracy of early screening for reading comprehension challenges.

Main Methods:

  • Investigated first-grade decoding and language predictors for reading comprehension.
  • Used a composite of three standardized measures to define reading comprehension difficulties.
  • Analyzed data from 125 first graders and 77 third graders.

Main Results:

  • Sight word reading efficiency and sentence repetition predicted first-grade reading comprehension difficulties.
  • Sight word efficiency, sentence repetition, and oral discourse predicted third-grade difficulties.
  • Screening batteries showed high classification accuracy (94.7% in Grade 1, 90.5% in Grade 3).

Conclusions:

  • Early screening for reading comprehension difficulties is feasible and accurate.
  • Specific decoding and language skills serve as effective predictors.
  • These findings support the development of early intervention programs.