Zobrazeno 1 - 10
of 21
pro vyhledávání: '"R K, Olson"'
Publikováno v:
Reading and Writing. 3:235-248
Publikováno v:
Soil Science Society of America Journal. 55:254-258
Soil erosion plays a major role in structuring landscapes of semiarid regions. The purpose of this study was to examine patterns and assess transport mechanisms of soil erosion and deposition in a native sagebrush steppe landscape in south central Wy
Autor:
C J, Davis, J, Gayán, V S, Knopik, S D, Smith, L R, Cardon, B F, Pennington, R K, Olson, J C, DeFries
Publikováno v:
Behavior genetics. 31(6)
Children with reading deficits perform more slowly than normally-achieving readers on speed of processing measures, such as rapid naming (RN). Although rapid naming is a well-established correlate of reading performance and both are heritable, few st
Autor:
E G, Willcutt, B F, Pennington, R, Boada, J S, Ogline, R A, Tunick, N A, Chhabildas, R K, Olson
Publikováno v:
Journal of abnormal psychology. 110(1)
This study used a nonreferred sample of twins to contrast the performance of individuals with reading disability (RD; n = 93), attention-deficit/hyperactivity disorder (ADHD; n = 52), RD and ADHD (n = 48), and neither RD nor ADHD (n = 121) on measure
Autor:
C, Vance, R K, Olson
Publikováno v:
Imprint. 46(4)
Publikováno v:
The Western journal of medicine. 170(3)
Benzalkonium chloride (BC) is an unreliable disinfectant. A matched case-control study and environmental investigation were conducted to determine the cause of and risk factors for a cluster of postinjection abscesses at a private medical clinic wher
Publikováno v:
Human biology. 70(2)
In recent years behavioral genetic studies have provided conclusive evidence that reading disability and related learning disorders, such as mathematics disability, are due at least in part to heritable factors (DeFries et al. 1987; Alarcón et al. 1
Autor:
J, Hyönä, R K, Olson
Publikováno v:
Journal of experimental psychology. Learning, memory, and cognition. 21(6)
Eye fixation patterns of 21 dyslexic and 21 younger, nondyslexic readers were compared when they read aloud 2 texts. The study examined whether word-frequency and word-length effects previously found for skilled adult readers would generalize equally