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Cortical responses of infants with and without a genetic risk for dyslexia

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References

1980Auditory temporal perception, phonics, and reading disabilities in children1,494 cited
1995The evidence for a temporal processing deficit linked to dyslexia: A review694 cited
1987Speech perception in severely disabled and average reading children.274 cited

Cited by

2020Is atypical rhythm a risk factor for developmental speech and language disorders?207 cited
2004The development of children at familial risk for dyslexia: Birth to early school age195 cited
2006The Neural Basis of Language Development and Its Impairment194 cited
2016Tackling the ‘dyslexia paradox’: reading brain and behavior for early markers of developmental dyslexia187 cited
2010Newborn brain event-related potentials revealing atypical processing of sound frequency and the subsequent association with later literacy skills in children with familial dyslexia178 cited
2005The infant as a prelinguistic model for language learning impairments: Predicting from event-related potentials to behavior172 cited
2003Discrimination of word stress in early infant perception: electrophysiological evidence170 cited
2010Clinical neurophysiology of visual and auditory processing in dyslexia: A review168 cited
2005Neurophysiological markers of early language acquisition: from syllables to sentences152 cited
2009Newborn Event-Related Potentials Predict Poorer Pre-Reading Skills in Children at Risk for Dyslexia

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146 cited

2004Electrophysiological evidence for delayed mismatch response in infants at‐risk for specific language impairment139 cited

1999Cortical responses of infants with and without a genetic risk for dyslexia135 cited

2004Early development of children at familial risk for Dyslexia—follow‐up from birth to school age131 cited

2001Event-Related Potentials and Consonant Differentiation in Newborns with Familial Risk for Dyslexia128 cited

2006Early N400 development and later language acquisition127 cited

2012Reading skill and neural processing accuracy improvement after a 3-hour intervention in preschoolers with difficulties in reading-related skills121 cited