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Two nested discriminant function analyses were conducted to evaluate the predictive capability of the following models: (a) an intervention and phonological processing model that included intervention group, phonological awareness, and rapid naming and (b) an additive cognitive neuropsychological model that included measures of memory, visual processes, and cognitive or intellectual functioning. Over and above the substantial explanatory power of the base model, the additive model improved classification of poor and good responders. Several of the cognitive and neuropsychological variables predicted degree of reading outcomes, even after controlling for type of intervention, phonological awareness, and rapid naming.<\/jats:p>","DOI":"10.1177\/0022219410391185","type":"journal-article","created":{"date-parts":[[2011,3,7]],"date-time":"2011-03-07T13:50:07Z","timestamp":1299505807000},"page":"150-166","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":39,"title":["Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities"],"prefix":"10.1177","volume":"44","author":[{"given":"Jan C.","family":"Frijters","sequence":"first","affiliation":[{"name":"Brock University, St. Catharines, Ontario, Canada,"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Maureen W.","family":"Lovett","sequence":"additional","affiliation":[{"name":"The Hospital for Sick Children, Toronto, Ontario, 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