{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,9,15]],"date-time":"2024-09-15T19:32:10Z","timestamp":1726428730762},"reference-count":41,"publisher":"American Speech Language Hearing Association","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Am J Speech Lang Pathol"],"published-print":{"date-parts":[[2015,2]]},"abstract":"<jats:sec>\n            <jats:title>Purpose<\/jats:title>\n            <jats:p>The purpose of this study was to examine the effects of introducing rapid stimulus presentation durations while limiting response durations on the decoding profiles of college students with reading disorders.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Method<\/jats:title>\n            <jats:p>Eighteen college-aged individuals with typical reading abilities and 12 college-aged adults who exhibited reading difficulties participated. Participants completed a series of 4 experimental word-naming tasks. Two Word Attack subtests and 2 Word Identification subtests were administered while introducing more rapid stimulus presentation durations along with limited response times. Standard scores and response times were collected. Each individual's results were subjected to a subtyping procedure based on relative decoding strengths and weaknesses.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Results<\/jats:title>\n            <jats:p>More rapid conditions were associated with higher sight word decoding scores and lower phonological decoding scores. The results indicated that the subtyping patterns differed drastically depending on the presentation conditions.<\/jats:p>\n          <\/jats:sec>\n          <jats:sec>\n            <jats:title>Conclusions<\/jats:title>\n            <jats:p>The authors hypothesize that the experimental conditions potentially yield a more reliable assessment of the 2 independent methods of single-word reading. 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