Donna M. Scanlon

Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability.

Frank R. Vellutino, Donna M. Scanlon, Edward R. Sipay et al. · Journal of Educational Psychology · 1996 · 917 citations

Basic Cognitive Deficits, First Graders, Poor Readers +23

Phonological Coding, Phonological Awareness, and Reading Ability: Evidence from a Longitudinal and Experimental Study.

Frank R. Vellutino, Donna M. Scanlon · Merrill-palmer Quarterly · 1987 · 501 citations

Language Development, Education, Psycholinguistics +20

Response to Intervention as a Vehicle for Distinguishing Between Children With and Without Reading Disabilities

Frank R. Vellutino, Donna M. Scanlon, Sheila G. Small et al. · Journal of Learning Disabilities · 2006 · 285 citations

Kindergarten Education, Language Development, Disability +28

Semantic and Phonological Coding in Poor and Normal Readers

Frank R. Vellutino, Donna M. Scanlon, Debra Spearing · Journal of Experimental Child Psychology · 1995 · 181 citations

Neurolinguistics, Semantic Processing, Psycholinguistics +8

Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties

Frank R. Vellutino, Donna M. Scanlon, Haiyan Zhang et al. · Reading and Writing · 2007 · 151 citations

Early Education, Child Literacy, Reading Failure +15