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    Is Diagnosed Reveals Develops Poses Are Becomes: Practice

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    Zulfi Nur Amrina Rosyada
    academic writing

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    Is Diagnosed Reveals Develops Poses Are Becomes: Practice

    Uploaded by

    Zulfi Nur Amrina Rosyada
    22 views2 pages
    academic writing

    Original Title

    GROUP 1

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    academic writing

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    22 views2 pages

    Is Diagnosed Reveals Develops Poses Are Becomes: Practice

    Uploaded by

    Zulfi Nur Amrina Rosyada
    academic writing

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    PRACTICE

    Read the excerpt and notice the tenses used for each verb. Identify the function of
    each tense as illustrated in the first sentence.

    Approximately 10% of the population is diagnosed (present simple, function 4) with


    dyslexia (Habib, 2000). Specialized testing most often reveals this disability in third
    grade or later, when there develops an observable differential between reading
    achievement and IQ (Wenar & Kerig, 2000). This late identification poses severe
    problems for effective remediation. At the time of diagnosis, poor readers are on a
    trajectory of failure that becomes increasingly difficult to reverse. Attempts at
    intervention must both focus on remediation of the impaired components of reading
    as well as extensive rehabilitation to reverse the growing experience differential.

    Educators and researchers are aware of the need for early diagnosis. In response,
    research investigating early correlates of later reading ability/disability has
    burgeoned (e.g. Wagner et al., 1997). However, these early reading studies
    primarily focus on school age children (e.g. Share et al., 1984). To date, only a few
    studies have focused on the reading trajectories of children younger than
    preschool, and there is little consistency within the existing studies (e.g.
    Scarborough, 1990, 1991).

    In the current study, we trace the development of the two aspects of the
    phonological processing deficit in a longitudinal follow-up study of two-year-olds.
    Shatz et al. (1996, 1999, 2001) investigated the underlying lexical structure in
    two-year-old children. Although their experiments were tailored to examine early
    word learning behavior, their study design is uniquely suited to looking at the
    phonological processing skills of two-year old children as well. In this study, we
    measure the early reading skills of these same two-year-olds at five to seven years
    of age in order to determine the predictivity of the early two-year old behaviors for
    later reading ability.

    Adapted from Michigan Corpus of Upper-level Student Papers. (2009). Ann Arbor, MI: The Regents
    of the University of Michigan.

    FINDINGS:
    SENTENCES TENSES FUNCTIONS

    *Add desired rows

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