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X Demographics
Mendeley readers
Attention Score in Context
| Title |
Predicting Reading and Spelling Disorders: A 4-Year Prospective Cohort Study
|
|---|---|
| Published in |
Frontiers in Psychology, March 2016
|
| DOI | 10.3389/fpsyg.2016.00337 |
| Pubmed ID | |
| Authors |
Lucia Bigozzi, Christian Tarchi, Corrado Caudek, Giuliana Pinto |
| Abstract |
In this 4-year prospective cohort study, children with a reading and spelling disorder, children with a spelling impairment, and children without a reading and/or spelling disorder (control group) in a transparent orthography were identified in third grade, and their emergent literacy performances in kindergarten compared retrospectively. Six hundred and forty-two Italian children participated. This cohort was followed from the last year of kindergarten to third grade. In kindergarten, the children were assessed in phonological awareness, conceptual knowledge of writing systems and textual competence. In third grade, 18 children with a reading and spelling impairment and 13 children with a spelling impairment were identified. Overall, conceptual knowledge of the writing system was the only statistically significant predictor of the clinical samples. No differences were found between the two clinical samples. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 48 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 2% |
| Uruguay | 1 | 2% |
| Unknown | 46 | 96% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Researcher | 8 | 17% |
| Student > Master | 6 | 13% |
| Professor | 5 | 10% |
| Student > Bachelor | 5 | 10% |
| Student > Ph. D. Student | 4 | 8% |
| Other | 8 | 17% |
| Unknown | 12 | 25% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 19 | 40% |
| Social Sciences | 4 | 8% |
| Computer Science | 3 | 6% |
| Neuroscience | 3 | 6% |
| Linguistics | 2 | 4% |
| Other | 5 | 10% |
| Unknown | 12 | 25% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 26 March 2016.
All research outputs
#15,365,885
of 22,858,915 outputs
Outputs from Frontiers in Psychology
#18,725
of 29,894 outputs
Outputs of similar age
#178,562
of 300,115 outputs
Outputs of similar age from Frontiers in Psychology
#337
of 469 outputs
Altmetric has tracked 22,858,915 research outputs across all sources so far. This one is in the 22nd percentile – i.e., 22% of other outputs scored the same or lower than it.
So far Altmetric has tracked 29,894 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 12.5. This one is in the 31st percentile – i.e., 31% of its peers scored the same or lower than it.
Older research outputs will score higher simply because they've had more time to accumulate mentions. To account for age we can compare this Altmetric Attention Score to the 300,115 tracked outputs that were published within six weeks on either side of this one in any source. This one is in the 31st percentile – i.e., 31% of its contemporaries scored the same or lower than it.
We're also able to compare this research output to 469 others from the same source and published within six weeks on either side of this one. This one is in the 21st percentile – i.e., 21% of its contemporaries scored the same or lower than it.