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Title

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

Authors
Ziegler, Johannes C
Warszawski, Josiane
Ducot, Béatrice
Richard, Geneviève
Billard, Catherine
Published in Journal of Developmental and Behavioral Pediatrics. 2009, vol. 30, no. 3, p. 206-16
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/epidemiologyBehaviorChildCognitionDyslexia/epidemiologyFemaleHumansLanguage TestsMaleMothersNeuropsychological TestsParis/epidemiologyPhoneticsPrevalenceReadingRegression AnalysisSchoolsSocioeconomic Factors
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PMID: 19412126
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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. 206-16. https://archive-ouverte.unige.ch/unige:43843

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Deposited on : 2014-12-18

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