Naming speed, phonological awareness, and orthographic knowledge in second graders.
about
Dyslexia Limits the Ability to Categorize Talker Dialect.Effects of individual differences in verbal skills on eye-movement patterns during sentence reading.Training on Movement Figure-Ground Discrimination Remediates Low-Level Visual Timing Deficits in the Dorsal Stream, Improving High-Level Cognitive Functioning, Including Attention, Reading Fluency, and Working Memory.Attentional selection predicts rapid automatized naming ability in Chinese-speaking children with ADHDAn examination of multiple predictors of orthographic functioning.Relationship of rapid automatized naming and phonological awareness in early reading development: implications for the double-deficit hypothesis.Phonemic awareness is a more important predictor of orthographic processing than rapid serial naming: Evidence from Russian.Predictors of reading in Urdu: does deep orthography have an impact?Word and Person Effects on Decoding Accuracy: A New Look at an Old Question.The cognitive and academic profiles of reading and mathematics learning disabilities.First-grade cognitive abilities as long-term predictors of reading comprehension and disability status.Contrast responsivity in MT+ correlates with phonological awareness and reading measures in children.The double-deficit hypothesis: a comprehensive analysis of the evidence.Genetic covariation between brain volumes and IQ, reading performance, and processing speedRelation and interactions among reading fluency and competence for adult education learners.A model of phonological processing, language, and reading for students with mild intellectual disabilityInvestigating the double-deficit hypothesis in Greek: findings from a longitudinal study.Dyslexic and nondyslexic reading fluency: rapid automatized naming and the importance of continuous lists.The varieties of pathways to dysfluent reading: comparing subtypes of children with dyslexia at letter, word, and connected text levels of reading.Naming difficulties in children with dyslexia: application of the tip-of-the-tongue paradigm.The role of speed of processing, rapid naming, and phonological awareness in reading achievement.Using semantics, grammar, phonology, and rapid naming tasks to predict word identification.Evidence for a specific impairment of serial order short-term memory in dyslexic children.Rapid automatized naming and lexical decision in children from an electrophysiological perspective.Orthographic processing efficiency in developmental dyslexia: an investigation of age and treatment factors at the sublexical level.Cognitive Predictors of Word and Pseudoword Reading in Spanish First-Grade Children.Predicting reading success in a multilevel schoolwide reading model: a retrospective analysis.How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts.Rapid automatized naming and immediate memory functions in Chinese children who read English as a second language.Double-Deficit Hypothesis in a Clinical Sample: Extension Beyond Reading.RAN and double-deficit theory.A Comprehensive Examination of Reading Heterogeneity in Students with High Functioning Autism: Distinct Reading Profiles and Their Relation to Autism Symptom Severity.On the importance of a cognitive processing perspective: an introduction.Reading performance as a function of treatment with lisdexamfetamine dimesylate in elementary school children diagnosed with ADHD.A taxometric investigation of developmental dyslexia subtypes.Different brain activation patterns in dyslexic children: evidence from EEG power and coherence patterns for the double-deficit theory of dyslexia.Revisiting the "simple view of reading" in a group of children with poor reading comprehension.An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia.Component processes subserving rapid automatized naming in dyslexic and non-dyslexic readers.Examination of the double-deficit hypothesis with adolescents and young adults with dyslexia.
P2860
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P2860
Naming speed, phonological awareness, and orthographic knowledge in second graders.
description
2000 nî lūn-bûn
@nan
2000年の論文
@ja
2000年学术文章
@wuu
2000年学术文章
@zh
2000年学术文章
@zh-cn
2000年学术文章
@zh-hans
2000年学术文章
@zh-my
2000年学术文章
@zh-sg
2000年學術文章
@yue
2000年學術文章
@zh-hant
name
Naming speed, phonological awareness, and orthographic knowledge in second graders.
@en
Naming speed, phonological awareness, and orthographic knowledge in second graders.
@nl
type
label
Naming speed, phonological awareness, and orthographic knowledge in second graders.
@en
Naming speed, phonological awareness, and orthographic knowledge in second graders.
@nl
prefLabel
Naming speed, phonological awareness, and orthographic knowledge in second graders.
@en
Naming speed, phonological awareness, and orthographic knowledge in second graders.
@nl
P2093
P2860
P1476
Naming speed, phonological awareness, and orthographic knowledge in second graders.
@en
P2093
P2860
P304
325-33, 374
P356
10.1177/002221940003300405
P577
2000-07-01T00:00:00Z