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  1. 1
    Desempenho de escolares em consciência fonológica, nomeação rápida, leitura e escrita

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

    I whakaputaina 2010
    Whiwhi kuputuhi katoa Whiwhi kuputuhi katoa
    Artigo
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  2. 2
    Parental Literacy Predicts Children's Literacy: A Longitudinal Family‐Risk Study

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

    I whakaputaina 2011
    Whiwhi kuputuhi katoa Whiwhi kuputuhi katoa
    Artigo
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  3. 3
    Rapid Automatized Naming in Children with Dyslexia: Is Inhibitory Control Involved?

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

    I whakaputaina 2014
    Whiwhi kuputuhi katoa
    Artigo
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  4. 4
    An experimental comparison between rival theories of rapid automatized naming performance and its relationship to reading

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

    I whakaputaina 2007
    Whiwhi kuputuhi katoa
    Artigo
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  5. 5
    Separating the influences of prereading skills on early word and nonword reading

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

    I whakaputaina 2013
    Whiwhi kuputuhi katoa
    Artigo
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  6. 6
    Examining the Relationships of Component Reading Skills to Reading Comprehension in Struggling Adult Readers

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

    I whakaputaina 2014
    Whiwhi kuputuhi katoa
    Revisão
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  7. 7
    DCDC2 genetic variants and susceptibility to developmental dyslexia

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

    I whakaputaina 2011
    Whiwhi kuputuhi katoa
    Artigo
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  8. 8
    Predicting levels of reading and writing achievement in typically developing, english-speaking 2nd and 5th graders

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

    I whakaputaina 2014
    Whiwhi kuputuhi katoa
    Artigo
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  9. 9
    Chromosome 6p Influences on Different Dyslexia-Related Cognitive Processes: Further Confirmation

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

    I whakaputaina 2000
    Whiwhi kuputuhi katoa Whiwhi kuputuhi katoa
    Artigo
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  10. 10
    Dyslexic and nondyslexic reading fluency: Rapid automatized naming and the importance of continuous lists

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

    I whakaputaina 2009
    Whiwhi kuputuhi katoa Whiwhi kuputuhi katoa
    Artigo
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  11. 11
    Development of Phonological Processing Skills in Children With Specific Language Impairment With and Without Literacy Delay: A 3-Year Longitudinal Study

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

    I whakaputaina 2012
    Whiwhi kuputuhi katoa
    Artigo
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  12. 12
    Phonological awareness and rapid automatized naming predicting early development in reading and spelling: Results from a cross-linguistic longitudinal study

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

    I whakaputaina 2010
    Whiwhi kuputuhi katoa
    Artigo
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  13. 13
    The roles of family history of dyslexia, language, speech production and phonological processing in predicting literacy progress

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

    I whakaputaina 2014
    Whiwhi kuputuhi katoa
    Artigo
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  14. 14
    Examining the Double-Deficit Hypothesis in an Orthographically Consistent Language

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

    I whakaputaina 2011
    Whiwhi kuputuhi katoa
    Artigo
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  15. 15
    Phonological and Cognitive Reading Related Skills as Predictors of Word Reading and Reading Comprehension among Arabic Dyslexic Children

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

    I whakaputaina 2015
    Whiwhi kuputuhi katoa Whiwhi kuputuhi katoa
    Artigo
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  16. 16
    Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography.

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

    I whakaputaina 2011
    Whiwhi kuputuhi katoa
    Artigo
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  17. 17
    The interface between spoken and written language: developmental disorders

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

    I whakaputaina 2013
    Whiwhi kuputuhi katoa Whiwhi kuputuhi katoa
    Revisão
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  18. 18
    Cognitive mechanisms underlying reading and spelling development in five European orthographies

    Cognitive mechanisms underlying reading and spelling development in five European orthographies mā 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

    I whakaputaina 2013
    Whiwhi kuputuhi katoa
    Artigo
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  19. 19
    Reading performance is predicted by more than phonological processing

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

    I whakaputaina 2014
    Whiwhi kuputuhi katoa Whiwhi kuputuhi katoa
    Artigo
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  20. 20
    Learning to Read: What We Know and What We Need to Understand Better

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

    I whakaputaina 2012
    Whiwhi kuputuhi katoa
    Artigo
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