about
Form-meaning links in the development of visual word recognitionNeurocognitive outcomes of individuals with a sex chromosome trisomy: XXX, XYY, or XXY: a systematic reviewEarly prediction of language and literacy problems: is 18 months too early?Lexical learning and lexical processing in children with developmental language impairmentsA case of exceptional reading accuracy in a child with Down syndrome: Underlying skills and the relation to reading comprehension.Educational attainment in poor comprehendersOrthographic facilitation in oral vocabulary acquisition.Autism, language and communication in children with sex chromosome trisomies.Do infant vocabulary skills predict school-age language and literacy outcomes?Sensitivity to eye gaze in autism: is it normal? Is it automatic? Is it social?Language and the development of cognitive control.Do 'blacheap' and 'subcheap' both prime 'cheap'? An investigation of morphemic status and position in early visual word processing.The relationship between knowing a word and reading it aloud in children's word reading development.Do individuals with autism process words in context? Evidence from language-mediated eye-movements.Working memory, reading ability and the effects of distance and typicality on anaphor resolution in children.Is children's reading "good enough"? Links between online processing and comprehension as children read syntactically ambiguous sentences.Hidden language impairments in children: parallels between poor reading comprehension and specific language impairment?Phoneme awareness is a better predictor of early reading skill than onset-rime awareness.The hardest butter to button: immediate context effects in spoken word identification.Dissociating crossmodal and verbal demands in paired associate learning (PAL): what drives the PAL-reading relationship?Context effects on orthographic learning of regular and irregular words.Sound before meaning: word learning in autistic disorders.The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm.When words fail us: insights into language processing from developmental and acquired disordersPreface. Language in developmental and acquired disorders.Poor comprehenders in the classroom: teacher ratings of behavior in children with poor reading comprehension and its relationship with individual differences in working memory.Automaticity in Stimulus-Parity Synaesthesia.Shifting development in mid-childhood: the influence of between-task interference.EPS Prize Lecture. Learning to read words.Neural correlates of successful and partial inhibitions in children: an ERP study.Eye-movement patterns are associated with communicative competence in autistic spectrum disorders.Examining incidental word learning during reading in children: The role of context.Patterns of reading ability in children with autism spectrum disorder.Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers.Emotion recognition in faces and the use of visual context in young people with high-functioning autism spectrum disorders.Investigating individual differences in children's real-time sentence comprehension using language-mediated eye movements.Density and length in the neighborhood: Explaining cross-linguistic differences in learning to read in English and Dutch.Becoming a written word: eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading.A longitudinal investigation of early reading and language skills in children with poor reading comprehension.Understanding words, understanding numbers: an exploration of the mathematical profiles of poor comprehenders.
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