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Poor reading in French elementary school: the interplay of cognitive, behavioral, and socioeconomic factors

Published inJournal of developmental and behavioral pediatrics, vol. 30, no. 3, p. 206-216
Publication date2009
Abstract

: Reading impairment is the major learning disability in childhood. Most previous studies were done on English-speaking populations. Yet, it has been argued that the English writing system exacerbates phonological deficits because of its exceptionally high inconsistency between spelling and sound. Thus, cross-language studies are needed to explore the universal versus language-specific factors underlying reading impairment. The goal of the present research was to study biological, socioeconomic, cognitive, and behavioral factors underlying poor reading in French-speaking second grade children.

Keywords
  • Attention Deficit Disorder with Hyperactivity/epidemiology
  • Behavior
  • Child
  • Cognition
  • Dyslexia/epidemiology
  • Female
  • Humans
  • Language Tests
  • Male
  • Mothers
  • Neuropsychological Tests
  • Paris/epidemiology
  • Phonetics
  • Prevalence
  • Reading
  • Regression Analysis
  • Schools
  • Socioeconomic Factors
Citation (ISO format)
FLUSS, Joel Victor et al. Poor reading in French elementary school: the interplay of cognitive, behavioral, and socioeconomic factors. In: Journal of developmental and behavioral pediatrics, 2009, vol. 30, n° 3, p. 206–216. doi: 10.1097/DBP.0b013e3181a7ed6c
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ISSN of the journal0196-206X
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