Are RAN- and phonological awareness-deficits additive in children with reading disabilities? - Wikidata - awgldk - TriplyDB

Are RAN- and phonological awareness-deficits additive in children with reading disabilities?

Are RAN- and phonological awareness-deficits additive in children with reading disabilities?

http://www.wikidata.org/entity/Q52125885

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Etiology and neuropsychology of comorbidity between RD and ADHD: the case for multiple-deficit models Modeling individual differences in text reading fluency: a different pattern of predictors for typically developing and dyslexic readers.Functional neuroanatomical evidence for the double-deficit hypothesis of developmental dyslexia.Genome-wide screening for DNA variants associated with reading and language traits Towards an understanding of dimensions, predictors, and gender gap in written composition.First-grade cognitive abilities as long-term predictors of reading comprehension and disability status.Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension The double-deficit hypothesis: a comprehensive analysis of the evidence.Comorbidity between reading disability and math disability: concurrent psychopathology, functional impairment, and neuropsychological functioning.Prediction and stability of mathematics skill and difficulty Spelling well despite developmental language disorder: what makes it possible?Same or different? Insights into the etiology of phonological awareness and rapid naming.Oral language predictors for the at-risk reader: A review.Investigating the double-deficit hypothesis in Greek: findings from a longitudinal study.Naming speed and visual search deficits in readers with disabilities: evidence from an orthographically regular language (Italian).Longitudinal stability of pre-reading skill profiles of kindergarten children: implications for early screening and theories of reading.Developmental links of very early phonological and language skills to second grade reading outcomes: strong to accuracy but only minor to fluency.How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts.Saccadic alterations in severe developmental dyslexia.Responsiveness to mathematical problem-solving instruction: comparing students at risk of mathematics disability with and without risk of reading disability.Double-Deficit Hypothesis in a Clinical Sample: Extension Beyond Reading.On the importance of a cognitive processing perspective: an introduction.Unpacking Direct and Indirect Relationships of Short-Term Memory to Word Reading: Evidence From Korean-Speaking Children.A taxometric investigation of developmental dyslexia subtypes.Reduced brain size and gyrification in the brains of dyslexic patients.Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia.Multiple-component remediation for developmental reading disabilities: IQ, socioeconomic status, and race as factors in remedial outcome.Separating global and specific factors in developmental dyslexia.The anatomy of the RAN-reading relationship

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Are RAN- and phonological awareness-deficits additive in children with reading disabilities?

http://www.wikidata.org/entity/Q52125885

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2001 nî lūn-bûn

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2001年の論文

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2001年学术文章

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2001年学术文章

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2001年学术文章

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2001年學術文章

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2001年學術文章

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Are RAN- and phonological awar ...... ren with reading disabilities?

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Are RAN- and phonological awar ...... ren with reading disabilities?

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Are RAN- and phonological awar ...... ren with reading disabilities?

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Are RAN- and phonological awar ...... ren with reading disabilities?

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Compton DL

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DeFries JC

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Olson RK

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P2860

Developmental reading disorders.

Remediating the core deficits of developmental reading disability: a double-deficit perspective.

Phonological recoding and self-teaching: sine qua non of reading acquisition.

Longitudinal studies of phonological processing and reading.

Specific deficits in component reading and language skills: genetic and environmental influences.

Categorizing sounds and learning to read—a causal connection

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125-149

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scholarly article

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10.1002/DYS.198

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3

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