Understanding the relations between RAN letter subtest components and word reading in first-grade students.
about
Dyslexia Limits the Ability to Categorize Talker Dialect.The eye-voice lead during oral reading in developmental dyslexiaResponse variability in rapid automatized naming predicts reading comprehension.Using our current understanding of dyslexia to support early identification and intervention.The double-deficit hypothesis: a comprehensive analysis of the evidence.Cognitive Predictors of Word and Pseudoword Reading in Spanish First-Grade Children.The contribution of discrete-trial naming and visual recognition to rapid automatized naming deficits of dyslexic children with and without a history of language delay.RAN and double-deficit theory.Component processes subserving rapid automatized naming in dyslexic and non-dyslexic readers.Innovative programs for improvement in reading through cognitive enhancement: a remediation study of Canadian First Nations children.Eye Movements and Articulations During a Letter Naming Speed Task.Different RAN components relate to reading at different points in time
P2860
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P2860
Understanding the relations between RAN letter subtest components and word reading in first-grade students.
description
2002 nî lūn-bûn
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2002年の論文
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2002年学术文章
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name
Understanding the relations be ...... ading in first-grade students.
@en
Understanding the relations be ...... ading in first-grade students.
@nl
type
label
Understanding the relations be ...... ading in first-grade students.
@en
Understanding the relations be ...... ading in first-grade students.
@nl
prefLabel
Understanding the relations be ...... ading in first-grade students.
@en
Understanding the relations be ...... ading in first-grade students.
@nl
P2860
P1476
Understanding the relations be ...... ading in first-grade students.
@en
P2093
Graham E Neuhaus
Paul R Swank
P2860
P304
P356
10.1177/002221940203500206
P577
2002-03-01T00:00:00Z