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Purposes and Design of the Study Organization of the Book
Cognitive and Achievement Characteristics
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ability group achievement test areas auditory dyslexia average behavior Bergen Project boys characteristics Chi-square test child children with learning classified classroom clinical comparison control group correlations criteria developmental scores diagnostic differences differentiated difficulties dyslexia group dyslexia types dyslexic children emotional errors esophoria evaluations examinations factor analysis follow-up four dyslexia function analysis girls Gjessing Graphesthesia indirect variables individual interaction learning disability group lexia literacy skills mean motor coordination neurological norm normal oral language orthographic speed parents phonetic phonological problems profiles pupils Q-factor groups reading ability reading and spelling reading and writing reading disabilities regression relatively respect retarded scholastic aptitude school ability test school achievement selection self-concept showed significant socioemotional specific standard deviation stanine groups statistical Stereognosis strabismus subgroups subtests synoptophore Table target group teachers test scores theory tion total cohort types of dyslexia underachievers VADS visual dyslexia WISC WISC-R words