Segmentation, not rhyming, predicts early progress in learning to read.
about
The brain adapts to orthography with experience: evidence from English and Chinese.Reading Self-Efficacy Predicts Word Reading But Not Comprehension in Both Girls and Boys.An evaluation of two emergent literacy screening tools for preschool children.Developmental changes in the visual span for reading.Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children.Computer use and letter knowledge in pre-school children: a population-based study.Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia.Assessment of three-and-a-half-year-old children's emerging phonological awareness in a computer animation context.Abnormal auditory cortical activation in dyslexia 100 msec after speech onset.Development of neural systems for reading in the monolingual and bilingual brain: new insights from functional near infrared spectroscopy neuroimaging.Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong.Simplifying reading: applying the simplicity principle to reading.Neuropsychological profile of pre-schoolers with metaphonological difficulties: results from a non-clinical sample.Young readers' use of phonological information: phonological awareness, memory, and comprehension.Phoneme manipulation not onset-rime manipulation ability is a unique predictor of early reading.Dyslexia: a developmental language disorder.Cognitive Abilities Underlying Reading Accuracy, Fluency and Spelling Acquisition in Korean Hangul Learners from Grades 1 to 4: A Cross-Sectional Study.The Dimensionality of Phonological Abilities in GreekSyllable, Phoneme, and Tone: Psycholinguistic Units in Early Chinese and English Word RecognitionDevelopment of Reading and Spelling Finnish From Preschool to Grade 1 and Grade 2
P2860
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P2860
Segmentation, not rhyming, predicts early progress in learning to read.
description
1997 nî lūn-bûn
@nan
1997年の論文
@ja
1997年論文
@yue
1997年論文
@zh-hant
1997年論文
@zh-hk
1997年論文
@zh-mo
1997年論文
@zh-tw
1997年论文
@wuu
1997年论文
@zh
1997年论文
@zh-cn
name
Segmentation, not rhyming, predicts early progress in learning to read.
@en
type
label
Segmentation, not rhyming, predicts early progress in learning to read.
@en
prefLabel
Segmentation, not rhyming, predicts early progress in learning to read.
@en
P2093
P356
P1476
Segmentation, not rhyming, predicts early progress in learning to read.
@en
P2093
P304
P356
10.1006/JECP.1996.2365
P577
1997-06-01T00:00:00Z