about
Visuo-spatial cueing in children with differential reading and spelling profiles.Dyslexia and dyscalculia: two learning disorders with different cognitive profiles.Evidence for the involvement of ZNF804A in cognitive processes of relevance to reading and spelling.Eye Movements during Silent and Oral Reading in a Regular Orthography: Basic Characteristics and Correlations with Childhood Cognitive Abilities and Adolescent Reading Skills.A common variant in myosin-18B contributes to mathematical abilities in children with dyslexia and intraparietal sulcus variability in adults.Speaking two languages with different number naming systems: What implications for magnitude judgments in bilinguals at different stages of language acquisition?Predictors of developmental dyslexia in European orthographies with varying complexity.Genetic analysis of dyslexia candidate genes in the European cross-linguistic NeuroDys cohort.Development of numerical processing in children with typical and dyscalculic arithmetic skills-a longitudinal study.The relation between language and arithmetic in bilinguals: insights from different stages of language acquisition.Comorbidity of learning disorders: prevalence and familial transmission.Lexical Reading in Dysfluent Readers of German.Magnetoencephalographic signatures of numerosity discrimination in fetuses and neonates.Neurophysiological correlates of word processing deficits in isolated reading and isolated spelling disorders.Cognitive Risk Factors for Specific Learning Disorder: Processing Speed, Temporal Processing, and Working Memory.Subitizing and counting in typical and atypical development.Typical and atypical development of basic numerical skills in elementary school.Training reading fluency among poor readers of German: many ways to the goal.Word recognition deficits in German: more evidence from a representative sample.Phonological and morphological consistency in the acquisition of vowel duration spelling in Dutch and German.Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences.Cognitive mechanisms underlying reading and spelling development in five European orthographiesDeficient Letter-Speech Sound Integration Is Associated With Deficits in Reading but Not SpellingWhite matter alterations and tract lateralization in children with dyslexia and isolated spelling deficitsDyslexie und ihre neuronale SignaturThe development of reading and spelling abilities in the first 3 years of learning ArabicGenome-wide association scan identifies new variants associated with a cognitive predictor of dyslexiaTraining reading fluency: is it important to practice reading aloud and is generalization possible?Anchoring the deficit of the anchor deficit: dyslexia or attention?Orthographic learning in children with isolated and combined reading and spelling deficitsPrint-, sublexical and lexical processing in children with reading and/or spelling deficits: An ERP studyReading strategies of good and poor readers of German with different spelling abilitiesUnderstanding comorbidity of learning disorders: task-dependent estimates of prevalenceReading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?
P50
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P50
description
Austrian developmental psychologist
@en
wetenschapper
@nl
österreichische Entwicklungspsychologin
@de
հետազոտող
@hy
name
Karin Landerl
@ast
Karin Landerl
@de
Karin Landerl
@en
Karin Landerl
@es
Karin Landerl
@fr
Karin Landerl
@nl
Karin Landerl
@sl
type
label
Karin Landerl
@ast
Karin Landerl
@de
Karin Landerl
@en
Karin Landerl
@es
Karin Landerl
@fr
Karin Landerl
@nl
Karin Landerl
@sl
prefLabel
Karin Landerl
@ast
Karin Landerl
@de
Karin Landerl
@en
Karin Landerl
@es
Karin Landerl
@fr
Karin Landerl
@nl
Karin Landerl
@sl
P108
P1006
P214
P227
P244
P1006
P106
P1153
6603713260
P1280
P21
P214
P227
P244
P31
P496
0000-0003-4074-0233
P569
1967-01-01T00:00:00Z
P735
P7859
lccn-n98009956