{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:29:20Z","timestamp":1777894160930,"version":"3.51.4"},"reference-count":65,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[1995,4,1]],"date-time":"1995-04-01T00:00:00Z","timestamp":796694400000},"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":[[1995,4]]},"abstract":"<jats:p>This research investigated specific processing strengths and weaknesses among three groups of readers who ranged in age from 6 through 10 years. The first-grade unsuccessful and the older unsuccessful readers had similar information-processing patterns, whereas collectively they differed significantly from the first-grade successful readers on short-term auditory\/working memory and decoding\/encoding. When separately compared to the controls, the age-matched high-risk group showed additional weakness in rapid automatized naming, and the reading-level-matched older disabled group showed additional weakness in phonological coding as well as visual sequential memory. Examination of second-level classifications using cluster analysis suggested the presence of three potential subtypes among the 50 poor readers. All were characterized by difficulty in what was interpreted as symbolic processing\/memory (Subtype 1), which occurred in combination with visual processing deficiencies (Subtype 2) and with deficits in both visual processing and rapid automatized naming (Subtype 3).<\/jats:p>","DOI":"10.1177\/002221949502800404","type":"journal-article","created":{"date-parts":[[2008,12,24]],"date-time":"2008-12-24T02:27:07Z","timestamp":1230085627000},"page":"216-231","source":"Crossref","is-referenced-by-count":35,"title":["Information-Processing Patterns in Specific Reading Disability"],"prefix":"10.1177","volume":"28","author":[{"given":"Catherine","family":"Watson","sequence":"first","affiliation":[{"name":"Catherine Watson works in the Reading Clinic, Toronto Board of Education. This article is based on her doctoral research."}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Dale M.","family":"Willows","sequence":"additional","affiliation":[{"name":"Dale M. Willows is a professor in the departments of applied psychology and curriculum atthe Ontario Institute for Studies in Education. She is involved in both research and practical work in the area of written language (reading, spelling, and writing). Address: Dale M. Willows, OISE, University of Toronto, 252 Bloor St. W, Toronto, Ontario, Canada M5S ZV6."}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"179","published-online":{"date-parts":[[1995,4,1]]},"reference":[{"key":"atypb1","doi-asserted-by":"publisher","DOI":"10.2307\/747826"},{"key":"atypb2","volume-title":"Developmental test of visual-motor integration","author":"Beery, K. E.","year":"1981"},{"key":"atypb3","first-page":"1","volume-title":"Advances in neurology","author":"Benton, A. 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