نتائج البحث

Desempenho de escolares em consciência fonológica, nomeação rápida, leitura e escrita حسب Simone Aparecida Capellini, Simone Cristina Lanza

احصل على النص الكامل احصل على النص الكامل

Parental Literacy Predicts Children's Literacy: A Longitudinal Family‐Risk Study حسب Minna Torppa, Kenneth Eklund, Elsje van Bergen, Heikki Lyytinen

احصل على النص الكامل احصل على النص الكامل

Rapid Automatized Naming in Children with Dyslexia: Is Inhibitory Control Involved? حسب Anika Bexkens, Wery P. M. van den Wildenberg, Jurgen Tijms

احصل على النص الكامل

An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading حسب Daisy Powell, Rhona Stainthorp, Morag Stuart, Holly Garwood, Philip T. Quinlan

احصل على النص الكامل

Separating the influences of prereading skills on early word and nonword reading حسب Laura Shapiro, Julia M. Carroll, Jonathan Solity

احصل على النص الكامل

Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers حسب Elizabeth L. Tighe, Christopher Schatschneider

احصل على النص الكامل

DCDC2 genetic variants and susceptibility to developmental dyslexia حسب Cecilia Marino, Haiying Meng, Sara Mascheretti, Marianna Rusconi, Natalie Cope, Roberto Giorda, Massimo Molteni, Jeffrey R. Gruen

احصل على النص الكامل

Predicting levels of reading and writing achievement in typically developing, english-speaking 2nd and 5th graders حسب Jasmin Niedo, Robert D. Abbott, Virginia W. Berninger

احصل على النص الكامل

Chromosome 6p Influences on Different Dyslexia-Related Cognitive Processes: Further Confirmation حسب Elena L. Grigorenko, Frank Wood, Marianne Meyer, David L. Pauls

احصل على النص الكامل احصل على النص الكامل

Dyslexic and nondyslexic reading fluency: Rapid automatized naming and the importance of continuous lists حسب Manon Jones, Holly P. Branigan, M. Louise Kelly

احصل على النص الكامل احصل على النص الكامل

Development of Phonological Processing Skills in Children With Specific Language Impairment With and Without Literacy Delay: A 3-Year Longitudinal Study حسب Ellen Vandewalle, Bart Boets, Pol Ghesquière, Inge Zink

احصل على النص الكامل

Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study حسب Bjarte Furnes, Stefan Samuelsson

احصل على النص الكامل

The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress حسب Julia M. Carroll, Ian R. Mundy, Anna Cunningham

احصل على النص الكامل

Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language حسب Minna Torppa, George K. Georgiou, Paula Salmi, Kenneth Eklund, Heikki Lyytinen

احصل على النص الكامل

Phonological and Cognitive Reading Related Skills as Predictors of Word Reading and Reading Comprehension among Arabic Dyslexic Children حسب Smaïl Layes, Robert Lalonde, Soulef Mecheri, Mohamed Rebaı̈

احصل على النص الكامل احصل على النص الكامل

Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography. حسب Selma Babayiğit, Rhona Stainthorp

احصل على النص الكامل

The interface between spoken and written language: developmental disorders حسب Charles Hulme, Margaret J. Snowling

احصل على النص الكامل احصل على النص الكامل

Cognitive mechanisms underlying reading and spelling development in five European orthographies حسب Kristina Moll, Franck Ramus, Jürgen Bartling, Jennifer Bruder, Sarah Kunze, Nina Neuhoff, Silke Streiftau, Heikki Lyytinen, Paavo H. T. Leppänen, Kaisa Lohvansuu, Dénes Tóth, Ferenc Honbolygó, Valéria Csépe, Caroline Bogliotti, Stéphanie Iannuzzi, Jean‐François Démonet, Emilie Longeras, Sylviane Valdois, Florence George, Isabelle Soares‐Boucaud, Marie‐France Le Heuzey, C. Billard, Michael O’Donovan, Gary J. Hill, Julie Williams, Daniel Brandeis, Urs Maurer, Enrico Schulz, Sanne van der Mark, Bertram Müller‐Myhsok, Gerd Schulte‐Körne, Karin Landerl

احصل على النص الكامل

Reading performance is predicted by more than phonological processing حسب Michelle Y. Kibby, Sylvia E. Lee, Sarah M. Dyer

احصل على النص الكامل احصل على النص الكامل

Learning to Read: What We Know and What We Need to Understand Better حسب Charles Hulme, Margaret J. Snowling

احصل على النص الكامل