Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?
about
There are multiple contributors to the verbal short-term memory deficit in children with developmental reading disabilitiesThe contribution of phonological knowledge, memory, and language background to reading comprehension in deaf populationsMemory for everyday information in students with learning disabilities.Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2(nd) and 5(th) Graders.Common Brain Structure Findings Across Children with Varied Reading Disability Profiles.Neurocognition, health-related reading literacy, and numeracy in medication management for HIV infection.Differences between Children with Dyslexia Who Are and Are Not Gifted in Verbal Reasoning.A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: genotypes, phenotypes, brain, and instruction.Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children.Putting struggling readers on the PHAST track: a program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes.Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension.The contribution of executive skills to reading comprehension.Effects of fluency, oral language, and executive function on reading comprehension performance.A subgroup analysis of working memory in children with reading disabilities: domain-general or domain-specific deficiency?Are working memory deficits in readers with learning disabilities hard to change?Altered neural circuits accompany lower performance during narrative comprehension in children with reading difficulties: an fMRI study.Predicting reading comprehension of narrative and expository texts among Hebrew-speaking readers with and without a reading disability.Familial aggregation of dyslexia phenotypes. II: paired correlated measures.Clinical and neuropsychological assessment of executive function in a sample of children and adolescents with idiopathic epilepsy.Effectiveness of EEG-Biofeedback on Attentiveness, Working Memory and Quantitative Electroencephalography on Reading DisorderWorking Memory in Children With Neurocognitive Effects From Sickle Cell Disease: Contributions of the Central Executive and Processing Speed.WISC-III cognitive profiles in children with developmental dyslexia: specific cognitive disability and diagnostic utility.Teaching children with dyslexia to spell in a reading-writers' workshop.Does strategy knowledge influence working memory in children with mathematical disabilities?Do different components of working memory underlie different subgroups of reading disabilities?The contribution of executive functioning to academic achievement among male adolescents.Working memory period: the endurance of mental representations.Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9.Neurocognitive functioning in children with developmental dyslexia and attention-deficit/hyperactivity disorder: Multiple deficits and diagnostic accuracy.Self-Reports of Increased Prospective and Retrospective Memory Problems in Adults with Developmental Dyslexia.Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence.Forward and backward digit span difficulties in children with specific learning disorder.Linguistic and Cognitive Profiles of 8- to 15-Year-Old Children With Specific Reading Comprehension Difficulties.Developmental dyslexia and phonological processing in European Portuguese orthography.Working Memory in Children With Learning Disabilities in Reading Versus Spelling: Searching for Overlapping and Specific Cognitive Factors.Free recall behaviour in children with and without spelling impairment: the impact of working memory subcapacities.Training working memory in kindergarten children: effects on working memory and early numeracy.Letter naming and letter writing reversals in children with dyslexia: momentary inefficiency in the phonological and orthographic loops of working memory.Neuropsychological profile on the WISC-IV of French children with dyslexia.Subtyping children's reading disabilities using a comprehensive neuropsychological measure.
P2860
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P2860
Reading comprehension and working memory in learning-disabled readers: Is the phonological loop more important than the executive system?
description
1999 nî lūn-bûn
@nan
1999年の論文
@ja
1999年学术文章
@wuu
1999年学术文章
@zh
1999年学术文章
@zh-cn
1999年学术文章
@zh-hans
1999年学术文章
@zh-my
1999年学术文章
@zh-sg
1999年學術文章
@yue
1999年學術文章
@zh-hant
name
Reading comprehension and work ...... ant than the executive system?
@en
Reading comprehension and work ...... ant than the executive system?
@nl
type
label
Reading comprehension and work ...... ant than the executive system?
@en
Reading comprehension and work ...... ant than the executive system?
@nl
prefLabel
Reading comprehension and work ...... ant than the executive system?
@en
Reading comprehension and work ...... ant than the executive system?
@nl
P356
P1476
Reading comprehension and work ...... ant than the executive system?
@en
P2093
Swanson HL
P356
10.1006/JECP.1998.2477
P577
1999-01-01T00:00:00Z