{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:03:53Z","timestamp":1777892633309,"version":"3.51.4"},"reference-count":42,"publisher":"SAGE Publications","issue":"6","license":[{"start":{"date-parts":[[2003,11,1]],"date-time":"2003-11-01T00:00:00Z","timestamp":1067644800000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2003,11]]},"abstract":"<jats:p>One hundred five participants from a random sample of elementary and middle school children completed measures of reading achievement and cognitive abilities presumed, based on a synthesis of current dyslexia research, to underlie reading. Factor analyses of these cognitive variables (including auditory processing, phonological awareness, short-term auditory memory, visual memory, rapid automatized naming, and visual processing speed) produced three empirically and theoretically derived factors (auditory processing, visual processing\/speed, and memory), each of which contributed to the prediction of reading and spelling skills. Factor scores from the three factors combined predicted 85% of the variance associated with letter\/sight word naming, 70% of the variance associated with reading comprehension, 73% for spelling, and 61% for phonetic decoding. The auditory processing factor was the strongest predictor, accounting for 27% to 43% of the variance across the different achievement areas. The results provide practitioner and researcher with theoretical and empirical support for the inclusion of measures of the three factors, in addition to specific measures of reading achievement, in a standardized assessment of dyslexia. Guidelines for a thorough, research-based assessment are provided.<\/jats:p>","DOI":"10.1177\/00222194030360060201","type":"journal-article","created":{"date-parts":[[2007,12,14]],"date-time":"2007-12-14T00:52:20Z","timestamp":1197593540000},"page":"505-516","source":"Crossref","is-referenced-by-count":46,"title":["Toward a Research-Based Assessment of Dyslexia"],"prefix":"10.1177","volume":"36","author":[{"given":"Sherry","family":"Mee Bell","sequence":"first","affiliation":[{"name":"University of Tennessee,"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"R. Steve","family":"McCallum","sequence":"additional","affiliation":[{"name":"Department of Educational Psychology and Counseling at the University of Tennessee"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Elizabeth A.","family":"Cox","sequence":"additional","affiliation":[{"name":"Psychoeducational Associates, P.C., Knoxville, Tennessee"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[2003,11,1]]},"reference":[{"key":"atypb1","volume-title":"Beginning to read: Thinking and learning about print","author":"Adams, M.J.","year":"1990"},{"key":"atypb2","volume-title":"Paper presented to the annual convention of the National Association of School Psychologists","author":"Adams. M. 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(1993). Evidence for a visual-processing\u2014deficit subtype among disabled readers. In D. M. Willows , R. S. Kruk, & E. Corcos (Eds.), Visual processes in reading and reading disabilities (pp. 287\u2014310). Hillsdale, NJ: Erlbaum."},{"key":"atypb37","unstructured":"Wolf, M. (1997). A provisional, integrative account of phonological and naming-speed deficits in dyslexia: Implications for diagnosis and intervention . In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia\u2014Implications for early intervention (pp. 67\u201492). 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