{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,27]],"date-time":"2026-02-27T08:20:48Z","timestamp":1772180448842,"version":"3.50.1"},"reference-count":71,"publisher":"Springer Science and Business Media LLC","issue":"2","license":[{"start":{"date-parts":[[2022,1,6]],"date-time":"2022-01-06T00:00:00Z","timestamp":1641427200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.springer.com\/tdm"},{"start":{"date-parts":[[2022,1,6]],"date-time":"2022-01-06T00:00:00Z","timestamp":1641427200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.springer.com\/tdm"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Ann. of Dyslexia"],"published-print":{"date-parts":[[2022,7]]},"DOI":"10.1007\/s11881-021-00250-0","type":"journal-article","created":{"date-parts":[[2022,1,6]],"date-time":"2022-01-06T03:02:28Z","timestamp":1641438148000},"page":"301-323","update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":6,"title":["Exploring boundary conditions of the listening comprehension-reading comprehension discrepancy index"],"prefix":"10.1007","volume":"72","author":[{"given":"Timothy N.","family":"Odegard","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Emily A.","family":"Farris","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Julie A.","family":"Washington","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"297","published-online":{"date-parts":[[2022,1,6]]},"reference":[{"issue":"5","key":"250_CR1","doi-asserted-by":"publisher","first-page":"300","DOI":"10.1177\/07419325020230050501","volume":"23","author":"S Al Otaiba","year":"2002","unstructured":"Al Otaiba, S., & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23(5), 300\u2013316. https:\/\/doi.org\/10.1177\/07419325020230050501","journal-title":"Remedial and Special Education"},{"key":"250_CR2","doi-asserted-by":"publisher","unstructured":"Bates, D., Machler, M., Bolker, B. M., & Walker, S. C. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1\u201348. https:\/\/doi.org\/10.18637\/jss.v067.i01","DOI":"10.18637\/jss.v067.i01"},{"key":"250_CR3","doi-asserted-by":"crossref","unstructured":"Bradley, R., Danielson, L., & Hallahan, D. P. (Eds.). (2002). Identification of learning disabilities: Research to practice. Erlbaum.","DOI":"10.4324\/9781410606297"},{"issue":"2","key":"250_CR4","doi-asserted-by":"publisher","first-page":"91","DOI":"10.1016\/j.bandl.2007.12.009","volume":"107","author":"F Cao","year":"2008","unstructured":"Cao, F., Bitan, T., & Booth, J. R. (2008). Effective brain connectivity in children with reading difficulties during phonological processing. Brain and Language, 107(2), 91\u2013101. https:\/\/doi.org\/10.1016\/j.bandl.2007.12.009","journal-title":"Brain and Language"},{"issue":"10","key":"250_CR5","doi-asserted-by":"publisher","first-page":"1041","DOI":"10.1111\/j.1469-7610.2006.01684.x","volume":"47","author":"F Cao","year":"2006","unstructured":"Cao, F., Bitan, T., Chou, T.-L., Burman, D. D., & Booth, J. R. (2006). Deficient orthographic and phonological representations in children with dyslexia revealed by brain activation patterns. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 47(10), 1041\u20131050. https:\/\/doi.org\/10.1111\/j.1469-7610.2006.01684.x","journal-title":"Journal of Child Psychology and Psychiatry, and Allied Disciplines"},{"key":"250_CR6","doi-asserted-by":"publisher","first-page":"613","DOI":"10.1007\/s11145-016-9692-2","volume":"30","author":"HW Catts","year":"2017","unstructured":"Catts, H. W., McIlraith, A., Bridges, M. S., & Nielsen, D. C. (2017). Viewing a phonological deficit within a multifactorial model of dyslexia. Reading and Writing: An Interdisciplinary Journal, 30, 613\u2013629. https:\/\/doi.org\/10.1007\/s11145-016-9692-2","journal-title":"Reading and Writing: An Interdisciplinary Journal"},{"key":"250_CR7","doi-asserted-by":"publisher","DOI":"10.1177\/00222194211037062","author":"HW Catts","year":"2021","unstructured":"Catts, H. W., & Petscher, Y. (2021). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities. https:\/\/doi.org\/10.1177\/00222194211037062","journal-title":"Journal of Learning Disabilities"},{"issue":"4","key":"250_CR8","doi-asserted-by":"publisher","first-page":"839","DOI":"10.1044\/1092-4388(2009\/08-0056)","volume":"52","author":"HK Craig","year":"2009","unstructured":"Craig, H. K., Zhang, L., Hensel, S. L., & Quinn, E. J. (2009). African American English\u2013speaking students: An examination of the relationship between dialect shifting and reading outcomes. Journal of Speech, Language, and Hearing Research, 52(4), 839\u2013855. https:\/\/doi.org\/10.1044\/1092-4388(2009\/08-0056)","journal-title":"Journal of Speech, Language, and Hearing Research"},{"issue":"1","key":"250_CR9","doi-asserted-by":"publisher","first-page":"48","DOI":"10.1007\/s11145-016-9692-2","volume":"36","author":"A D\u2019Angiulli","year":"2003","unstructured":"D\u2019Angiulli, A., & Siegel, L. S. (2003). Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance? Journal of Learning Disabilities, 36(1), 48\u201358. https:\/\/doi.org\/10.1007\/s11145-016-9692-2","journal-title":"Journal of Learning Disabilities"},{"key":"250_CR10","doi-asserted-by":"publisher","first-page":"331","DOI":"10.1017\/S1355617709090481","volume":"15","author":"M Dennis","year":"2009","unstructured":"Dennis, M., Francis, D. J., Cirino, P. T., Schachar, R., Barnes, M. A., & Fletcher, J. M. (2009). Why I.Q. is not a covariate in cognitive studies of neurodevelopmental disorders. Journal of the International Neuropsychological Society, 15, 331\u2013343. https:\/\/doi.org\/10.1017\/S1355617709090481","journal-title":"Journal of the International Neuropsychological Society"},{"key":"250_CR11","unstructured":"Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. National Academy Press."},{"issue":"3","key":"250_CR12","doi-asserted-by":"publisher","first-page":"265","DOI":"10.1177\/109442810143005","volume":"4","author":"JR Edwards","year":"2001","unstructured":"Edwards, J. R. (2001). Ten difference score myths. Organizational Research Methods, 4(3), 265\u2013287. https:\/\/doi.org\/10.1177\/109442810143005","journal-title":"Organizational Research Methods"},{"issue":"S1","key":"250_CR13","doi-asserted-by":"publisher","first-page":"S61","DOI":"10.1002\/rrq.333","volume":"55","author":"JG Elliott","year":"2020","unstructured":"Elliott, J. G. (2020). It\u2019s time to be scientific about dyslexia. Reading Research Quarterly, 55(S1), S61\u2013S75. https:\/\/doi.org\/10.1002\/rrq.333","journal-title":"Reading Research Quarterly"},{"key":"250_CR14","doi-asserted-by":"publisher","DOI":"10.1017\/CBO9781139017824","volume-title":"The dyslexia debate","author":"JG Elliott","year":"2014","unstructured":"Elliott, J. G., & Grigorenko, E. L. (2014). The dyslexia debate. Cambridge University Press."},{"key":"250_CR15","doi-asserted-by":"publisher","unstructured":"Farris, E. A., Alexander, E., & Odegard, T. N. (2020). Assessment and identification of learning disabilities. In M. M. Martel (Ed.), The clinical guide to assessment and treatment of childhood learning and attention problems (pp. 3\u201332). Elsevier. https:\/\/doi.org\/10.1016\/B978-0-12-815755-8.00001-0","DOI":"10.1016\/B978-0-12-815755-8.00001-0"},{"issue":"2","key":"250_CR16","doi-asserted-by":"publisher","first-page":"347","DOI":"10.1007\/s11881-021-00236-y","volume":"71","author":"EA Farris","year":"2021","unstructured":"Farris, E. A., Cristan, T. I., Bernstein, S. E., & Odegard, T. N. (2021). Morphological awareness and vocabulary predict reading resilience in adults. Annals of Dyslexia, 71(2), 347\u2013371. https:\/\/doi.org\/10.1007\/s11881-021-00236-y","journal-title":"Annals of Dyslexia"},{"issue":"4","key":"250_CR17","doi-asserted-by":"publisher","first-page":"501","DOI":"10.1017\/S1355617709090900","volume":"15","author":"JM Fletcher","year":"2009","unstructured":"Fletcher, J. M. (2009). Dyslexia: The evolution of a scientific concept. Journal of the International Neuropsychological Society: JINS, 15(4), 501\u2013508. https:\/\/doi.org\/10.1017\/S1355617709090900","journal-title":"Journal of the International Neuropsychological Society: JINS"},{"key":"250_CR18","unstructured":"Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention (Second). Guilford Press."},{"issue":"4","key":"250_CR19","doi-asserted-by":"publisher","first-page":"487","DOI":"10.1080\/03054985.2020.1747419","volume":"46","author":"SJ Gibbs","year":"2020","unstructured":"Gibbs, S. J., & Elliott, J. G. (2020). The dyslexia debate: Life without the label. Oxford Review of Education, 46(4), 487\u2013500. https:\/\/doi.org\/10.1080\/03054985.2020.1747419","journal-title":"Oxford Review of Education"},{"key":"250_CR20","doi-asserted-by":"crossref","unstructured":"Gough, P., & Tunmer, W. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6\u201310. 10\/1177\/074193258600700104","DOI":"10.1177\/074193258600700104"},{"issue":"6","key":"250_CR21","doi-asserted-by":"publisher","first-page":"1839","DOI":"10.1044\/2019_JSLHR-L-18-0148","volume":"62","author":"S Gray","year":"2019","unstructured":"Gray, S., Fox, A. B., Green, S., Alt, M., Hogan, T. P., Petscher, Y., & Cowan, N. (2019). Working memory profiles of children with dyslexia, developmental language disorder, or both. Journal of Speech, Language, and Hearing Research: JSLHR, 62(6), 1839\u20131858. https:\/\/doi.org\/10.1044\/2019_JSLHR-L-18-0148","journal-title":"Journal of Speech, Language, and Hearing Research: JSLHR"},{"issue":"4","key":"250_CR22","doi-asserted-by":"publisher","first-page":"204","DOI":"10.1177\/0731948714526999","volume":"37","author":"L Greulich","year":"2014","unstructured":"Greulich, L., Al Otaiba, S., Schatschneider, C., Wanzek, J., Ortiz, M., & Wagner, R. K. (2014). Understanding inadequate response to first-grade multi-tier intervention: Nomothetic and ideographic perspectives. Learning Disability Quarterly, 37(4), 204\u2013217. https:\/\/doi.org\/10.1177\/0731948714526999","journal-title":"Learning Disability Quarterly"},{"key":"250_CR23","doi-asserted-by":"publisher","first-page":"133","DOI":"10.1016\/j.cobeha.2016.06.005","volume":"10","author":"SL Haft","year":"2016","unstructured":"Haft, S. L., Myers, C. A., & Hoeft, F. (2016). Socio-emotional and cognitive resilience in children with reading disabilities. Current Opinion in Behavioral Science, 10, 133\u2013141. https:\/\/doi.org\/10.1016\/j.cobeha.2016.06.005","journal-title":"Current Opinion in Behavioral Science"},{"key":"250_CR24","doi-asserted-by":"crossref","unstructured":"Heck, R. H., Thomas, S. L., & Tabata, L. N. (2014). Multilevel and longitudinal modeling with IBM SPSS (2nd ed.). Routledge Taylor & Francis Group.","DOI":"10.4324\/9780203701249"},{"issue":"4","key":"250_CR25","doi-asserted-by":"publisher","first-page":"310","DOI":"10.1080\/10888438.2017.1291643","volume":"21","author":"YSG Kim","year":"2017","unstructured":"Kim, Y. S. G. (2017). Why the simple view of reading is not simplistic: Unpacking component skills of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading, 21(4), 310\u2013333. https:\/\/doi.org\/10.1080\/10888438.2017.1291643","journal-title":"Scientific Studies of Reading"},{"issue":"4","key":"250_CR26","doi-asserted-by":"publisher","first-page":"472","DOI":"10.1080\/03054985.2020.1747418","volume":"46","author":"P Kirby","year":"2020","unstructured":"Kirby, P. (2020). Dyslexia debated, then and now: A historical perspective on the dyslexia debate. Oxford Review of Education, 46(4), 472\u2013486. https:\/\/doi.org\/10.1080\/03054985.2020.1747418","journal-title":"Oxford Review of Education"},{"key":"250_CR27","unstructured":"Kleiman, E. (2021). EMAtools: Data management tools for real-time monitoring\/ecological momentary assessment data (0.1.4) [Computer software]."},{"key":"250_CR28","doi-asserted-by":"publisher","unstructured":"K Landerl F Ramus K Moll H Lyytinen PHT Leppanen K Lohvansuu M O\u2019Donovan J Williams J Bartling J Bruder S Kunze N Neuhoff D Toth F Honbolygo V Csepe C Bogliotti S Iannuzzi Y Chaix J-F D\u00e9monet \u2026G Schulte-Korne 2013 Predictors of developmental dyslexia in European orthographies with varying complexity Journal of Child Psychology and Psychiatry 54 6 686 694 https:\/\/doi.org\/10.1111\/jcpp.12029","DOI":"10.1111\/jcpp.12029"},{"issue":"2","key":"250_CR29","doi-asserted-by":"publisher","first-page":"1027","DOI":"10.1093\/cercor\/bhv281","volume":"27","author":"N Langer","year":"2017","unstructured":"Langer, N., Peysakhovich, B., Zuk, J., Drottar, M., Sliva, D. D., Smith, S., Becker, B. L. C., Grant, P. E., & Gaab, N. (2017). White matter alterations in infants at risk for developmental dyslexia. Cerebral Cortex, 27(2), 1027\u20131036. https:\/\/doi.org\/10.1093\/cercor\/bhv281","journal-title":"Cerebral Cortex"},{"issue":"1","key":"250_CR30","doi-asserted-by":"publisher","first-page":"5","DOI":"10.1097\/TLD.0000000000000142","volume":"38","author":"R Lee-James","year":"2018","unstructured":"Lee-James, R., & Washington, J. A. (2018). Language skills of bidialectal and bilingual children. Topics in Language Disorders, 38(1), 5\u201326. https:\/\/doi.org\/10.1097\/TLD.0000000000000142","journal-title":"Topics in Language Disorders"},{"issue":"7","key":"250_CR31","doi-asserted-by":"publisher","first-page":"725","DOI":"10.1080\/20445911.2019.1669609","volume":"31","author":"A Lonergan","year":"2019","unstructured":"Lonergan, A., Doyle, C., Cassidy, C., Mahon, S. M., Roche, R., Boran, L., & Bramham, J. (2019). A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD. Journal of Cognitive Psychology, 31(7), 725\u2013749. https:\/\/doi.org\/10.1080\/20445911.2019.1669609","journal-title":"Journal of Cognitive Psychology"},{"issue":"5","key":"250_CR32","doi-asserted-by":"publisher","first-page":"304","DOI":"10.1037\/h0025105","volume":"68","author":"FM Lord","year":"1967","unstructured":"Lord, F. M. (1967). A paradox in the interpretation of group comparisons. Psychological Bulletin, 68(5), 304\u2013305. https:\/\/doi.org\/10.1037\/h0025105","journal-title":"Psychological Bulletin"},{"key":"250_CR33","doi-asserted-by":"publisher","unstructured":"Ludecke, D. (2018). ggeffects: Tidy data frames of marginal effects from regression models. The Journal of Open Source Software, 3(26), 772. https:\/\/doi.org\/10.21105\/joss.00772","DOI":"10.21105\/joss.00772"},{"issue":"1","key":"250_CR34","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1007\/s11881-003-0001-9","volume":"53","author":"GR Lyon","year":"2003","unstructured":"Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1\u201314. https:\/\/doi.org\/10.1007\/s11881-003-0001-9","journal-title":"Annals of Dyslexia"},{"issue":"7","key":"250_CR35","doi-asserted-by":"publisher","first-page":"2676","DOI":"10.1002\/hbm.23202","volume":"37","author":"A Martin","year":"2016","unstructured":"Martin, A., Kronbichler, M., & Richlan, F. (2016). Dyslexic brain activation abnormalities in deep and shallow orthographies: A meta-analysis of 28 functional neuroimaging studies. Human Brain Mapping, 37(7), 2676\u20132699. https:\/\/doi.org\/10.1002\/hbm.23202","journal-title":"Human Brain Mapping"},{"issue":"5","key":"250_CR36","doi-asserted-by":"publisher","first-page":"1963","DOI":"10.1002\/hbm.22749","volume":"36","author":"A Martin","year":"2015","unstructured":"Martin, A., Schurz, M., Kronbichler, M., & Richlan, F. (2015). Reading in the brain of children and adults: A meta-analysis of 40 functional magnetic resonance imaging studies. Human Brain Mapping, 36(5), 1963\u20131981. https:\/\/doi.org\/10.1002\/hbm.22749","journal-title":"Human Brain Mapping"},{"key":"250_CR37","unstructured":"Mathes, P., Torgesen, J., & Herron, J. (2016). Istation\u2019s indicators of progress (ISIP) early reading technical report: Computer adaptive testing system for continuous progress monitoring of reading growth for students pre-k through grade 3 (ISIP ER Technical Manual (Version 4); pp. 1\u201361). https:\/\/secure.istation.com\/Content\/assets\/pdf\/er_technical_manual.pdf"},{"issue":"5","key":"250_CR38","doi-asserted-by":"publisher","first-page":"343","DOI":"10.1177\/0022219420906801","volume":"53","author":"J Miciak","year":"2020","unstructured":"Miciak, J., & Fletcher, J. M. (2020). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of Learning Disabilities, 53(5), 343\u2013353. https:\/\/doi.org\/10.1177\/0022219420906801","journal-title":"Journal of Learning Disabilities"},{"issue":"2","key":"250_CR39","doi-asserted-by":"publisher","first-page":"181","DOI":"10.1177\/0014402916664042","volume":"83","author":"PL Morgan","year":"2017","unstructured":"Morgan, P. L., Farkas, G., Cook, M., Strassfeld, N. M., Hillemeier, M. M., Pun, W. H., & Schussler, D. L. (2017a). Are black children disproportionately overrepresented in special education? A Best-Evidence Synthesis. Exceptional Children, 83(2), 181\u2013198. https:\/\/doi.org\/10.1177\/0014402916664042","journal-title":"Exceptional Children"},{"issue":"6","key":"250_CR40","doi-asserted-by":"publisher","first-page":"305","DOI":"10.3102\/0013189X17726282","volume":"46","author":"PL Morgan","year":"2017","unstructured":"Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2017). Replicated evidence of racial and ethnic disparities in disability identification in U.S. schools. Educational Researcher, 46(6), 305\u2013322. https:\/\/doi.org\/10.3102\/0013189X17726282","journal-title":"Educational Researcher"},{"key":"250_CR41","doi-asserted-by":"publisher","first-page":"73","DOI":"10.1016\/j.conb.2014.09.007","volume":"30","author":"ES Norton","year":"2015","unstructured":"Norton, E. S., Beach, S. D., & Gabrieli, J. D. E. (2015). Neurobiology of dyslexia. Current Opinion in Neurobiology, 30, 73\u201378. https:\/\/doi.org\/10.1016\/j.conb.2014.09.007","journal-title":"Current Opinion in Neurobiology"},{"issue":"5","key":"250_CR42","doi-asserted-by":"publisher","first-page":"366","DOI":"10.1177\/0022219420914551","volume":"53","author":"TN Odegard","year":"2020","unstructured":"Odegard, T. N., Farris, E. A., Middleton, A. E., Oslund, E., & Rimrodt-Frierson, S. (2020). Characteristics of students identified with dyslexia within the context of state legislation. Journal of Learning Disabilities, 53(5), 366\u2013379. https:\/\/doi.org\/10.1177\/0022219420914551","journal-title":"Journal of Learning Disabilities"},{"key":"250_CR43","doi-asserted-by":"publisher","first-page":"285","DOI":"10.1146\/annurev-linguistics-011516-034226","volume":"3","author":"A Pace","year":"2017","unstructured":"Pace, A., Luo, R., Hirsh-Pasek, K., & Golinkoff, R. M. (2017). Identifying pathways between socioeconomic status and language development. Annual Review of Linguistics, 3, 285\u2013308. https:\/\/doi.org\/10.1146\/annurev-linguistics-011516-034226","journal-title":"Annual Review of Linguistics"},{"issue":"6","key":"250_CR44","doi-asserted-by":"publisher","DOI":"10.1371\/journal.pone.0198791","volume":"13","author":"SZ Patael","year":"2018","unstructured":"Patael, S. Z., Farris, E. A., Black, J. M., Hancock, R., Gabrieli, J. D. E., Cutting, L. E., & Hoeft, F. (2018). Brain basis of cognitive resilience: Prefrontal cortex predicts better reading comprehension in relation to decoding. PLoS ONE, 13(6), e0198791. https:\/\/doi.org\/10.1371\/journal.pone.0198791","journal-title":"PLoS ONE"},{"issue":"2","key":"250_CR45","doi-asserted-by":"publisher","first-page":"385","DOI":"10.1016\/j.cognition.2006.04.008","volume":"101","author":"BF Pennington","year":"2006","unstructured":"Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(2), 385\u2013413. https:\/\/doi.org\/10.1016\/j.cognition.2006.04.008","journal-title":"Cognition"},{"key":"250_CR46","doi-asserted-by":"publisher","first-page":"22","DOI":"10.1080\/10888438.2013.827687","volume":"18","author":"C Perfetti","year":"2014","unstructured":"Perfetti, C., & Stafura, J. (2014). Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22\u201337. https:\/\/doi.org\/10.1080\/10888438.2013.827687","journal-title":"Scientific Studies of Reading"},{"issue":"4","key":"250_CR47","doi-asserted-by":"publisher","first-page":"e866","DOI":"10.1111\/cdev.13318","volume":"91","author":"C Puranik","year":"2020","unstructured":"Puranik, C., Branum-Martin, L., & Washington, J. A. (2020). The relation between dialect density and the codevelopment of writing and reading in African American children. Child Development, 91(4), e866\u2013e882. https:\/\/doi.org\/10.1111\/cdev.13318","journal-title":"Child Development"},{"issue":"4","key":"250_CR48","doi-asserted-by":"publisher","first-page":"433","DOI":"10.1177\/0022219413508323","volume":"48","author":"JM Quinn","year":"2015","unstructured":"Quinn, J. M., & Wagner, R. K. (2015). Gender differences in reading impairment and in the identification of impaired readers: Results from a large-scale study of at-risk readers. Journal of Learning Disabilities, 48(4), 433\u2013445. https:\/\/doi.org\/10.1177\/0022219413508323","journal-title":"Journal of Learning Disabilities"},{"issue":"3","key":"250_CR49","doi-asserted-by":"publisher","first-page":"742","DOI":"10.1016\/j.neuroimage.2010.09.055","volume":"57","author":"NM Raschle","year":"2011","unstructured":"Raschle, N. M., Chang, M., & Gaab, N. (2011). Structural brain alterations associated with dyslexia predate reading onset. NeuroImage, 57(3), 742\u2013749. https:\/\/doi.org\/10.1016\/j.neuroimage.2010.09.055","journal-title":"NeuroImage"},{"key":"250_CR50","unstructured":"Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Sage Publications."},{"issue":"10","key":"250_CR51","doi-asserted-by":"publisher","first-page":"3299","DOI":"10.1002\/hbm.20752","volume":"30","author":"F Richlan","year":"2009","unstructured":"Richlan, F., Kronbichler, M., & Wimmer, H. (2009). Functional abnormalities in the dyslexic brain: A quantitative meta-analysis of neuroimaging studies. Human Brain Mapping, 30(10), 3299\u20133308. https:\/\/doi.org\/10.1002\/hbm.20752","journal-title":"Human Brain Mapping"},{"key":"250_CR52","unstructured":"Rose, J. (2009). Identifying and teaching children and young people with dyslexia and literacy difficulties. http:\/\/www.thedyslexia-spldtrust.org.uk\/media\/downloads\/inline\/the-rose-review.1327396992.pdf"},{"issue":"8","key":"250_CR53","doi-asserted-by":"publisher","first-page":"469","DOI":"10.1177\/002221948902200803","volume":"22","author":"LS Siegel","year":"1989","unstructured":"Siegel, L. S. (1989). I.Q. is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22(8), 469\u2013478. https:\/\/doi.org\/10.1177\/002221948902200803","journal-title":"Journal of Learning Disabilities"},{"issue":"4","key":"250_CR54","doi-asserted-by":"publisher","first-page":"304","DOI":"10.1177\/002221949903299405","volume":"32","author":"LS Siegel","year":"1999","unstructured":"Siegel, L. S. (1999). Issues in the definition and diagnosis of learning disabilities: A perspective on Guckenberger v. Boston University. Journal of Learning Disabilities, 32(4), 304\u2013319. https:\/\/doi.org\/10.1177\/002221949903299405","journal-title":"Journal of Learning Disabilities"},{"key":"250_CR55","unstructured":"Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis: An introduction to basic and advanced multilevel modeling (2nd ed). Sage Publications."},{"issue":"4","key":"250_CR56","doi-asserted-by":"publisher","first-page":"501","DOI":"10.1080\/03054985.2020.1765756","volume":"46","author":"MJ Snowling","year":"2020","unstructured":"Snowling, M. J., Hulme, C., & Nation, K. (2020). Defining and understanding dyslexia: Past, present, and future. Oxford Review of Education, 46(4), 501\u2013513. https:\/\/doi.org\/10.1080\/03054985.2020.1765756","journal-title":"Oxford Review of Education"},{"issue":"4","key":"250_CR57","doi-asserted-by":"publisher","first-page":"269","DOI":"10.2307\/1510663","volume":"14","author":"KE Stanovich","year":"1991","unstructured":"Stanovich, K. E. (1991). Conceptual and empirical problems with discrepancy definitions of reading disability. Learning Disability Quarterly, 14(4), 269\u2013280. https:\/\/doi.org\/10.2307\/1510663","journal-title":"Learning Disability Quarterly"},{"issue":"10","key":"250_CR58","doi-asserted-by":"publisher","first-page":"590","DOI":"10.1177\/002221948802101003","volume":"21","author":"KE Stanovich","year":"1988","unstructured":"Stanovich, K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader. Journal of Learning Disabilities, 21(10), 590\u2013604. https:\/\/doi.org\/10.1177\/002221948802101003","journal-title":"Journal of Learning Disabilities"},{"issue":"4","key":"250_CR59","doi-asserted-by":"publisher","first-page":"350","DOI":"10.1177\/002221949903200408","volume":"32","author":"KE Stanovich","year":"1999","unstructured":"Stanovich, K. E. (1999). The sociopsychometrics of learning disabilities. Journal of Learning Disabilities, 32(4), 350\u2013361. https:\/\/doi.org\/10.1177\/002221949903200408","journal-title":"Journal of Learning Disabilities"},{"issue":"1\u20132","key":"250_CR60","doi-asserted-by":"publisher","first-page":"23","DOI":"10.1177\/0022057409189001-204","volume":"189","author":"KE Stanovich","year":"2009","unstructured":"Stanovich, K. E. (2009). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Journal of Education, 189(1\u20132), 23\u201355. https:\/\/doi.org\/10.1177\/0022057409189001-204","journal-title":"Journal of Education"},{"issue":"2","key":"250_CR61","doi-asserted-by":"publisher","first-page":"469","DOI":"10.3102\/00028312039002469","volume":"39","author":"KK Stuebing","year":"2002","unstructured":"Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (2002). Validity of IQ-Discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal, 39(2), 469\u2013518. https:\/\/doi.org\/10.3102\/00028312039002469","journal-title":"American Educational Research Journal"},{"key":"250_CR62","doi-asserted-by":"crossref","unstructured":"Stuebing, K. K., Barth, A. E., Traham, L. H., Reddy, R. R., Miciak, J., & Fletcher, J. M. (2015). Are child cognitive characteristics strong predictors of responses to intervention? A meta-analysis. Review of Educational Research, 85(3), 395\u2013429. 10\/3102\/0034654314555996","DOI":"10.3102\/0034654314555996"},{"issue":"1","key":"250_CR63","doi-asserted-by":"publisher","first-page":"1064626","DOI":"10.1080\/23311835.2015.1064626","volume":"2","author":"D Trafimow","year":"2015","unstructured":"Trafimow, D. (2015). A defense against the alleged unreliability of difference scores. Cogent Mathematics, 2(1), 1064626. https:\/\/doi.org\/10.1080\/23311835.2015.1064626","journal-title":"Cogent Mathematics"},{"issue":"3","key":"250_CR64","doi-asserted-by":"publisher","first-page":"223","DOI":"10.1177\/002221940003300302","volume":"33","author":"FR Vellutino","year":"2000","unstructured":"Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33(3), 223\u2013238. https:\/\/doi.org\/10.1177\/002221940003300302","journal-title":"Journal of Learning Disabilities"},{"issue":"4","key":"250_CR65","doi-asserted-by":"publisher","first-page":"601","DOI":"10.1037\/0022-0663.88.4.601","volume":"88","author":"FR Vellutino","year":"1996","unstructured":"Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88(4), 601\u2013638. https:\/\/doi.org\/10.1037\/0022-0663.88.4.601","journal-title":"Journal of Educational Psychology"},{"issue":"1","key":"250_CR66","doi-asserted-by":"publisher","first-page":"3","DOI":"10.1080\/10888430709336632","volume":"11","author":"FR Vellutino","year":"2007","unstructured":"Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3\u201332. https:\/\/doi.org\/10.1080\/10888430709336632","journal-title":"Scientific Studies of Reading"},{"key":"250_CR67","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1002\/cad.20289","volume":"165","author":"RK Wagner","year":"2019","unstructured":"Wagner, R. K., Edwards, A. A., Malkowski, A., Schatschneider, C., Joyner, R. E., Wood, S., & Zirps, F. A. (2019). Combining old and new for better understanding and predicting dyslexia. Models for Innovation: Advancing Approaches to Higher-Risk and Higher-Impact Learning Disabilities Science. New Directions for Child and Adolescent Development, 165, 1\u201313. https:\/\/doi.org\/10.1002\/cad.20289","journal-title":"New Directions for Child and Adolescent Development"},{"issue":"5","key":"250_CR68","doi-asserted-by":"publisher","first-page":"354","DOI":"10.1177\/0022219420920377","volume":"53","author":"RK Wagner","year":"2020","unstructured":"Wagner, R. K., Zirps, F. A., Edwards, A. A., Wood, S. G., Joyner, R. E., Becker, B. J., Liu, G., & Beal, B. (2020). The prevalence of dyslexia: A new approach to its estimation. Journal of Learning Disabilities, 53(5), 354\u2013365. https:\/\/doi.org\/10.1177\/0022219420920377","journal-title":"Journal of Learning Disabilities"},{"key":"250_CR69","doi-asserted-by":"publisher","first-page":"232","DOI":"10.1044\/2018_LSHSS-17-0063","volume":"49","author":"JA Washington","year":"2018","unstructured":"Washington, J. A., Branum-Martin, L., Sun, C., & Lee-James, R. (2018). The impact of dialect density on the growth of language and reading in African American children. Language, Speech, and Hearing Services in Schools, 49, 232\u2013247. https:\/\/doi.org\/10.1044\/2018_LSHSS-17-0063","journal-title":"Language, Speech, and Hearing Services in Schools"},{"issue":"1","key":"250_CR70","doi-asserted-by":"publisher","first-page":"59","DOI":"10.1177\/014662169602000106","volume":"20","author":"RH Williams","year":"1996","unstructured":"Williams, R. H., & Zimmerman, D. W. (1996). Are simple gain scores obsolete? Applied Psychological Measurement, 20(1), 59\u201369. https:\/\/doi.org\/10.1177\/014662169602000106","journal-title":"Applied Psychological Measurement"},{"issue":"3","key":"250_CR71","doi-asserted-by":"publisher","first-page":"415","DOI":"10.1037\/0022-0663.91.3.415","volume":"91","author":"M Wolf","year":"1999","unstructured":"Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91(3), 415\u2013438. https:\/\/doi.org\/10.1037\/0022-0663.91.3.415","journal-title":"Journal of Educational Psychology"}],"container-title":["Annals of Dyslexia"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-021-00250-0.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/article\/10.1007\/s11881-021-00250-0\/fulltext.html","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/link.springer.com\/content\/pdf\/10.1007\/s11881-021-00250-0.pdf","content-type":"application\/pdf","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2022,6,10]],"date-time":"2022-06-10T12:30:41Z","timestamp":1654864241000},"score":1,"resource":{"primary":{"URL":"https:\/\/link.springer.com\/10.1007\/s11881-021-00250-0"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2022,1,6]]},"references-count":71,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2022,7]]}},"alternative-id":["250"],"URL":"https:\/\/doi.org\/10.1007\/s11881-021-00250-0","relation":{},"ISSN":["0736-9387","1934-7243"],"issn-type":[{"value":"0736-9387","type":"print"},{"value":"1934-7243","type":"electronic"}],"subject":[],"published":{"date-parts":[[2022,1,6]]},"assertion":[{"value":"16 April 2021","order":1,"name":"received","label":"Received","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"16 December 2021","order":2,"name":"accepted","label":"Accepted","group":{"name":"ArticleHistory","label":"Article History"}},{"value":"6 January 2022","order":3,"name":"first_online","label":"First Online","group":{"name":"ArticleHistory","label":"Article History"}},{"order":1,"name":"Ethics","group":{"name":"EthicsHeading","label":"Declarations"}},{"value":"The authors declare no competing interests.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}]}}