about
Phonics training for English-speaking poor readersReplicability of sight word training and phonics training in poor readers: a randomised controlled trialChallenges in the use of treatment to investigate cognitionLow self-concept in poor readers: prevalence, heterogeneity, and risk.An untapped resource: treatment as a tool for revealing the nature of cognitive processes.Developmental disorders: what can be learned from cognitive neuropsychology?Generalisation after treatment of acquired spelling impairments: A review.Predicting generalization in the training of irregular-word spelling: treating lexical spelling deficits in a child.Getting to grips with the heterogeneity of developmental dyslexia.Pirates at parties: letter position processing in developing readers.Development of children's identity and position processing for letter, digit, and symbol strings: A cross-sectional study of the primary school years.The locus of impairment in English developmental letter position dyslexia.Sight Word and Phonics Training in Children With Dyslexia.The role of visual spatial attention in adult developmental dyslexia.Disentangling the developmental trajectories of letter position and letter identity coding using masked priming.Word and pseudoword superiority effects on letter position processing in developing and skilled readers.Developmental graphemic buffer dysgraphia in English: A single case study.Can verbal working memory training improve reading?When 'slime' becomes 'smile': developmental letter position dyslexia in English.No effect of orthographic neighbourhood in treatment with two cases of acquired dysgraphiaVariations within a subtype: Developmental surface dyslexias in EnglishAn investigation of grapheme parsing and grapheme-phoneme knowledge in two children with dyslexiaSimilar but different: differences in comprehension diagnosis on the Neale Analysis of Reading Ability and the York Assessment of Reading for ComprehensionIndividual differences in the vocabulary skills of children with poor reading comprehensionThe Letter-Sound Test (LeST): a reliable and valid comprehensive measure of grapheme–phoneme knowledgeAssessment of lexical and non-lexical spelling in students in Grades 1–7Cognitive Neuropsychology, Methods ofNonword Reading Tests: A Review of the Available ResourcesSkill generalisation in teaching spelling to children with learning difficultiesTraining ‘rule-of-〈E〉’: further investigation of a previously successful intervention for a spelling rule in developmental mixed dysgraphiaTeaching Children With Developmental Spelling Difficulties in a One-on-One ContextAssessing spelling skills and strategies: A critique of available resourcesPatterns of generalisation after treating sub-lexical spelling deficits in a child with mixed dysgraphiaAustralian comparison data for the Test of Word Reading Efficiency (TOWRE)Who are the noisiest neighbors in the hood? Using error analyses to study the acquisition of letter-position processingFunctional basic reading skills in Williams syndromeEditorialDetecting Different Types of Reading Difficulties: A Comparison of TestsAcquired and Developmental Disorders of Reading and SpellingToo harts, won sole: Using dysgraphia treatment to address homophone representation
P50
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P50
description
researcher ORCID ID = 0000-0002-7802-071X
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wetenschapper
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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Saskia Kohnen
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0000-0002-7802-071X