The double-deficit hypothesis: a comprehensive analysis of the evidence.
about
Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?The Nature of Preschool Phonological Processing Abilities and Their Relations to Vocabulary, General Cognitive Abilities, and Print Knowledge.Rapid serial naming and reading ability: the role of lexical access.First-grade cognitive abilities as long-term predictors of reading comprehension and disability status.A cross-lagged model of the development of ADHD inattention symptoms and rapid naming speed.Investigating the double-deficit hypothesis in Greek: findings from a longitudinal study.Diagnosis and treatment of reading disabilities based on the component model of reading: an alternative to the discrepancy model of LD.The varieties of pathways to dysfluent reading: comparing subtypes of children with dyslexia at letter, word, and connected text levels of reading.Weaknesses in semantic, syntactic and oral language expression contribute to reading difficulties in Chinese dyslexic children.Lexical access and literacy in children with word-finding difficulties.Rapid automatized naming and lexical decision in children from an electrophysiological perspective.Students' performance in phonological awareness, rapid naming, reading, and writing.Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading.Rapid automatized naming and immediate memory functions in Chinese children who read English as a second language.Double-Deficit Hypothesis in a Clinical Sample: Extension Beyond Reading.RAN and double-deficit theory.Multiple stimulus presentation yields larger deficits in children with developmental dyslexia: a study with reading and RAN-type tasks.On the importance of a cognitive processing perspective: an introduction.A taxometric investigation of developmental dyslexia subtypes.Task avoidance, number skills and parental learning difficulties as predictors of poor response to instruction.An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia.Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia.Developmental dyslexia and phonological processing in European Portuguese orthography.Rapid Automatized Naming in Children with Dyslexia: Is Inhibitory Control Involved?Separating global and specific factors in developmental dyslexia.Speed and accuracy of rapid speech output by adolescents with residual speech sound errors including rhotics.Rapid automatized naming and learning disabilities: does RAN have a specific connection to reading or not?Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study.
P2860
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P2860
The double-deficit hypothesis: a comprehensive analysis of the evidence.
description
2006 nî lūn-bûn
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2006年の論文
@ja
2006年学术文章
@wuu
2006年学术文章
@zh-cn
2006年学术文章
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2006年学术文章
@zh-my
2006年学术文章
@zh-sg
2006年學術文章
@yue
2006年學術文章
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2006年學術文章
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name
The double-deficit hypothesis: a comprehensive analysis of the evidence.
@ast
The double-deficit hypothesis: a comprehensive analysis of the evidence.
@en
type
label
The double-deficit hypothesis: a comprehensive analysis of the evidence.
@ast
The double-deficit hypothesis: a comprehensive analysis of the evidence.
@en
prefLabel
The double-deficit hypothesis: a comprehensive analysis of the evidence.
@ast
The double-deficit hypothesis: a comprehensive analysis of the evidence.
@en
P2860
P1476
The double-deficit hypothesis: a comprehensive analysis of the evidence.
@en
P2093
Linda S Siegel
Rose K Vukovic
P2860
P356
10.1177/00222194060390010401
P577
2006-01-01T00:00:00Z