Low Literacy Levels Among U.S. Adults and Difficult Ballot Propositions
J Learn Disabil. 2024 May 7:222194241249958. doi: 10.1177/00222194241249958. Online ahead of print.ABSTRACTHigh-level literacy skills are required for full participation in the democratic process through voting. Consequently, adults with low-level literacy skills are at a disadvantage. This work investigated the disparity between the readability of U.S. ballot propositions for year 2022 state elections and grade level reading estimates (≤eighth grade) for adults. Educational attainment was also examined. Propositions (n = 140) from 38 states were included. Mean readability was 18 (range 7.0-64.0). Only four measures (3%)...
Source: Journal of Learning Disabilities - May 7, 2024 Category: Disability Authors: Rebecca L Parker Source Type: research
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
J Learn Disabil. 2024 Apr 30:222194241248188. doi: 10.1177/00222194241248188. Online ahead of print.ABSTRACTThe purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive beha...
Source: Journal of Learning Disabilities - April 30, 2024 Category: Disability Authors: Lynn S Fuchs Douglas Fuchs Eunsoo Cho Marcia A Barnes Tuire Koponen Daniel R Espinas Source Type: research
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
J Learn Disabil. 2024 Apr 30:222194241248188. doi: 10.1177/00222194241248188. Online ahead of print.ABSTRACTThe purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive beha...
Source: Journal of Learning Disabilities - April 30, 2024 Category: Disability Authors: Lynn S Fuchs Douglas Fuchs Eunsoo Cho Marcia A Barnes Tuire Koponen Daniel R Espinas Source Type: research
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
J Learn Disabil. 2024 Apr 30:222194241248188. doi: 10.1177/00222194241248188. Online ahead of print.ABSTRACTThe purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive beha...
Source: Journal of Learning Disabilities - April 30, 2024 Category: Disability Authors: Lynn S Fuchs Douglas Fuchs Eunsoo Cho Marcia A Barnes Tuire Koponen Daniel R Espinas Source Type: research
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
J Learn Disabil. 2024 Apr 30:222194241248188. doi: 10.1177/00222194241248188. Online ahead of print.ABSTRACTThe purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive beha...
Source: Journal of Learning Disabilities - April 30, 2024 Category: Disability Authors: Lynn S Fuchs Douglas Fuchs Eunsoo Cho Marcia A Barnes Tuire Koponen Daniel R Espinas Source Type: research
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
J Learn Disabil. 2024 Apr 30:222194241248188. doi: 10.1177/00222194241248188. Online ahead of print.ABSTRACTThe purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive beha...
Source: Journal of Learning Disabilities - April 30, 2024 Category: Disability Authors: Lynn S Fuchs Douglas Fuchs Eunsoo Cho Marcia A Barnes Tuire Koponen Daniel R Espinas Source Type: research
Comorbid Word Reading and Mathematics Computation Difficulty at Start of First Grade
J Learn Disabil. 2024 Apr 30:222194241248188. doi: 10.1177/00222194241248188. Online ahead of print.ABSTRACTThe purpose of this analysis was to describe cognitive processes associated with comorbid difficulty between word reading (WR) and mathematics computation (MC) at the start of first grade among children selected for WR and MC delays. A sample of 234 children (mean age 6.50 years, SD = 0.31) was assessed on WR, MC, core cognitive processes (phonological processing, rapid automatized naming, verbal counting [VC]), and domain-general cognitive processes (working memory, oral language, nonverbal reasoning, attentive beha...
Source: Journal of Learning Disabilities - April 30, 2024 Category: Disability Authors: Lynn S Fuchs Douglas Fuchs Eunsoo Cho Marcia A Barnes Tuire Koponen Daniel R Espinas Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
Erratum to Academic Achievement and Satisfaction Among University Students With Specific Learning Disabilities: The Roles of Soft Skills and Study-Related Factors
J Learn Disabil. 2024 Apr 11:222194241247904. doi: 10.1177/00222194241247904. Online ahead of print.NO ABSTRACTPMID:38605503 | DOI:10.1177/00222194241247904 (Source: Journal of Learning Disabilities)
Source: Journal of Learning Disabilities - April 12, 2024 Category: Disability Source Type: research
