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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.

Poor ReadersDisabilityEducationReading DisabilitiesEarly InterventionSocial SciencesPsychologyReading ComprehensionCognitive DevelopmentReading DifficultiesReadingSpecific Learning DisorderCognitive ScienceReading FailureEarly IdentificationRehabilitationSpecial EducationCognitive ProfilesLanguage Comprehension