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word attack TASK
Unreviewed

Participants must read non-words aloud. Raw scores are converted into a "reading comprehension age," which is then compared to the participant's real age to determine if they are a poor or gifted reader.

Definition contributed by Anonymous
word attack has been asserted to measure the following CONCEPTS


as measured by the contrast:





Phenotypes associated with word attack

Disorders

No associations have been added.

Traits

No associations have been added.

Behaviors

No associations have been added.


IMPLEMENTATIONS of word attack
No implementations have been added.
EXTERNAL DATASETS for word attack
No implementations have been added.
CONDITIONS

Experimental conditions are the subsets of an experiment that define the relevant experimental manipulation.

CONTRASTS

You must specify conditions before you can define contrasts.

reading comprehension age minus real age(edit)

In the Cognitive Atlas, we define a contrast as any function over experimental conditions. The simplest contrast is the indicator value for a specific condition; more complex contrasts include linear or nonlinear functions of the indicator across different experimental conditions.

INDICATORS
score

An indicator is a specific quantitative or qualitative variable that is recorded for analysis. These may include behavioral variables (such as response time, accuracy, or other measures of performance) or physiological variables (including genetics, psychophysiology, or brain imaging data).

Term BIBLIOGRAPHY

Reading comprehension in children with specific language impairment: an examination of two subgroups.
Kelso K, Fletcher J, Lee P
International journal of language & communication disorders / Royal College of Speech & Language Therapists (Int J Lang Commun Disord)
2007 Jan-Feb
Word-attack skills in individuals with mental retardation.
Saunders KJ
Mental retardation and developmental disabilities research reviews (Ment Retard Dev Disabil Res Rev)
2007
Executive dysfunction in poor readers born prematurely at high risk.
Frye RE, Landry SH, Swank PR, Smith KE
Developmental neuropsychology (Dev Neuropsychol)
2009