Children's and adults' use of spelling-sound information in three reading tasks.
about
Phonological coding during reading.Speaking up for vocabulary: reading skill differences in young adultsNeural correlates of orthographic and phonological consistency effects in childrenBecoming a fluent and automatic reader in the early elementary school years.Greater Utilization of Neural-Circuits Related to Executive Functions is Associated with Better Reading: A Longitudinal fMRI Study Using the Verb Generation Task.Impact of dialect use on a basic component of learning to readWhat's in a name? The role of graphics, functions, and their interrelationships in icon identification.Poor readers' use of orthographic information in learning to read new words: a visual bias or a phonological deficit?The neurobiology of adaptive learning in reading: a contrast of different training conditions.Spelling-to-sound correspondences affect acronym recognition processes.Getting to the bottom of orthographic depth.What lexical decision and naming tell us about reading.Word regularity affects orthographic learning.The role of assembled phonology in reading comprehension.Orchestration of multiple codes in developing readers: an alternative model of lexical access.Acquisition of linguistic procedures for printed words: neuropsychological implications for learning.A ROWS is a ROSE: spelling, sound, and reading.Possible roles for fronto-striatal circuits in reading disorder.An ERP study of effects of regularity and consistency in delayed naming and lexicality judgment in a logographic writing system.The use of phonological information by good and poor readers in memory and reading tasks.The relationship between phonological codes on memory and spelling tasks for students with and without learning disabilities.Hemispheric asymmetry for word naming: effects of frequency and regularity of pronunciation.Electrophysiological evidence of sublexical phonological access in character processing by L2 Chinese learners of L1 alphabetic scripts.Phonological decoding or direct access? Regularity effects in lexical decisions of Grade 3 and 4 children.Reading in French-speaking adults with dyslexia.Dyslexia and hyperlexia in bilinguals.Comparing ease-of-processing values of the same set of words for native English speakers and Japanese learners of English.Testing the direct-access model: GOD does not prime DOG.Case-mixing effects on children's word recognition: lexical feedback and development.The role of phonology, morphology, and orthography in English and Russian spelling.Prevalence and Reliability of Phonological, Surface, and Mixed Profiles in Dyslexia: A Review of Studies Conducted in Languages Varying in Orthographic DepthAccess to the lexicon: Are there three routes?
P2860
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P2860
Children's and adults' use of spelling-sound information in three reading tasks.
description
1984 nî lūn-bûn
@nan
1984年の論文
@ja
1984年論文
@yue
1984年論文
@zh-hant
1984年論文
@zh-hk
1984年論文
@zh-mo
1984年論文
@zh-tw
1984年论文
@wuu
1984年论文
@zh
1984年论文
@zh-cn
name
Children's and adults' use of spelling-sound information in three reading tasks.
@en
type
label
Children's and adults' use of spelling-sound information in three reading tasks.
@en
prefLabel
Children's and adults' use of spelling-sound information in three reading tasks.
@en
P2093
P356
P1433
P1476
Children's and adults' use of spelling-sound information in three reading tasks.
@en
P2093
P2860
P2888
P304
P356
10.3758/BF03197678
P577
1984-05-01T00:00:00Z
P6179
1004891570