2023 - Research.com Psychology in Canada Leader Award
Linda S. Siegel mainly investigates Reading, Developmental psychology, Short-term memory, Cognitive psychology and Spelling. Her research integrates issues of Phonology, Language development and Psycholinguistics in her study of Reading. Her work in Developmental psychology covers topics such as Intelligence quotient which are related to areas like Language disorder and Wechsler Adult Intelligence Scale.
As part of the same scientific family, she usually focuses on Short-term memory, concentrating on Memoria and intersecting with Attention deficit disorder, Learning disabled, School age child, Self-control and Word problem. Her research investigates the connection with Cognitive psychology and areas like Working memory which intersect with concerns in Verbal memory and Reading disability. In Spelling, Linda S. Siegel works on issues like Neuroscience of multilingualism, which are connected to Phonics, Phonetics and Academic achievement.
Linda S. Siegel mostly deals with Developmental psychology, Reading, Cognitive psychology, Cognition and Learning disability. Her Developmental psychology research integrates issues from Literacy, Short-term memory, Reading comprehension and Intelligence quotient. Her Reading study combines topics from a wide range of disciplines, such as Spelling and Phonology.
Linda S. Siegel interconnects Neuroscience of multilingualism, Orthography, Phonological awareness and First language in the investigation of issues within Spelling. Her Cognitive psychology research incorporates themes from Verbal memory, Verbal learning and Pseudoword. Her Cognition study combines topics in areas such as Vocabulary and Child development.
Linda S. Siegel focuses on Reading, Developmental psychology, Cognition, Phonological awareness and Spelling. Linda S. Siegel has included themes like Cognitive psychology and Comprehension in her Reading study. Her Learning disability study in the realm of Developmental psychology interacts with subjects such as Regression analysis.
Her work deals with themes such as Working memory, Academic achievement and Intelligence quotient, which intersect with Learning disability. Her work carried out in the field of Phonological awareness brings together such families of science as Word recognition and Vocabulary. The study incorporates disciplines such as Ell, English language and First language in addition to Spelling.
Her primary areas of investigation include Reading, Cognition, Spelling, Phonological awareness and First language. Reading comprehension, Word recognition and Dyslexia are the subjects of her Reading studies. The concepts of her Cognition study are interwoven with issues in Learning disability and Comprehension.
Her biological study deals with issues like Ell, which deal with fields such as Language development. Her Language development study contributes to a more complete understanding of Developmental psychology. Her study in Developmental psychology is interdisciplinary in nature, drawing from both Working memory and Short-term memory.
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The development of working memory in normally achieving and subtypes of learning disabled children.
Linda S. Siegel;Ellen B. Ryan.
Child Development (1989)
Home Environment and Cognitive Development in the First 3 Years of Life: A Collaborative Study Involving Six Sites and Three Ethnic Groups in North America
Robert H. Bradley;Bettye M. Caldwell;Stephen L. Rock;Craig T. Ramey.
Developmental Psychology (1989)
IQ Is Irrelevant to the Definition of Learning Disabilities
Linda S. Siegel.
Journal of Learning Disabilities (1989)
Short-Term Memory, Working Memory, and Inhibitory Control in Children with Difficulties in Arithmetic Problem Solving
M.Chiara Passolunghi;Linda S. Siegel.
Journal of Experimental Child Psychology (2001)
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Esther Geva;Linda S. Siegel.
Reading and Writing (2000)
The development of reading in children who speak English as a second language
Nonie K. Lesaux;Linda S. Siegel.
Developmental Psychology (2003)
Is the Continuous Performance Task a Valuable Research Tool for use with Children with Attention‐Deficit‐Hyperactivity Disorder?
Penny V. Corkum;Linda S. Siegel.
Journal of Child Psychology and Psychiatry (1993)
Factors related to English reading performance in children with Chinese as a first language : More evidence of cross-language transfer of phonological processing
Alexandra Gottardo;Bernice Yan;Linda S. Siegel;Lesly Wade-Woolley.
Journal of Educational Psychology (2001)
Working memory and access to numerical information in children with disability in mathematics.
M.Chiara Passolunghi;Linda S. Siegel.
Journal of Experimental Child Psychology (2004)
Converging Evidence for Phonological and Surface Subtypes of Reading Disability.
Keith E. Stanovich;Linda S. Siegel;Alexandra Gottardo.
Journal of Educational Psychology (1997)
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