Reading Comprehension and Orthographic Consistency: Modeling Direct and Indirect Pathways in Children With Reading Difficulties.
- DOI
- 10.1044/2026_jslhr-25-00807
- Published
- 2026 Sep 10
- Container
- Journal of speech, language, and hearing research : JSLHR
- Publisher
- Not recorded
- Open access
- unknown
Credibility signals
limited evidence Score 43/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
Show all credibility signals
- cautionDOI registered: No matching Crossref record was present in this response.
- cautionDOI resolves: No matching Crossref record was present in this response.
- not scoredDirectory of Open Access Journals: No matching DOAJ record was present in this response. No allow-list match; this is not evidence of low credibility.
- not scoredMEDLINE indexed: Not checked or no result supplied; no credibility inference made.
- not scoredOpenAlex core source: Not checked or no result supplied; no credibility inference made.
- not scoredKnown publisher allow-list: Not checked or no result supplied; no credibility inference made.
- not scoredROR affiliation: Not checked or no result supplied; no credibility inference made.
- not scoredRetraction Watch retraction: No retraction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch expression of concern: No expression of concern notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch correction: No correction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch reinstatement: No reinstatement notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredOpen access status: Not checked or no result supplied; no credibility inference made.
- not scoredPublication license: Not checked or no result supplied; no credibility inference made.
- not scoredPublication version: A publication version was supplied but is not scored.
- cautionMetadata completeness: 5 of 6 scored descriptive metadata groups are present; missing fields increase uncertainty.
Cite this work
BibTeX
@article{allodium:10.1044/2026_jslhr-25-00807,
title = {Reading Comprehension and Orthographic Consistency: Modeling Direct and Indirect Pathways in Children With Reading Difficulties.},
author = {Schiff R and Sasson A},
year = {2026},
journal = {Journal of speech, language, and hearing research : JSLHR},
doi = {10.1044/2026_jslhr-25-00807},
url = {https://doi.org/10.1044/2026_jslhr-25-00807}
}RIS
TY - JOUR TI - Reading Comprehension and Orthographic Consistency: Modeling Direct and Indirect Pathways in Children With Reading Difficulties. AU - Schiff R AU - Sasson A PY - 2026 JO - Journal of speech, language, and hearing research : JSLHR DO - 10.1044/2026_jslhr-25-00807 UR - https://doi.org/10.1044/2026_jslhr-25-00807 ER -
APA
R, S., & A, S. (2026). Reading Comprehension and Orthographic Consistency: Modeling Direct and Indirect Pathways in Children With Reading Difficulties.. Journal of speech, language, and hearing research : JSLHR. https://doi.org/10.1044/2026_jslhr-25-00807
Source records
- pubmed · retrieved 2026-09-26T02:51:55.955Z