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How Can We Best Define ‘Dyslexia’?
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How Can We Best Define ‘Dyslexia’? (1997)How Can We Best Define ‘Dyslexia’?The Use of Cognitive Tests in the Assessment of Dyslexia (2023)The Use of Cognitive Tests in…Document Analysis of State Dyslexia Legislation Suggests Likely Heterogeneous Effects on Student and School Outcomes (2021)Document Analysis of State Dy…Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness (2017)Early development and predict…The influences and outcomes of phonological awareness: a study of MA , PA and auditory processing in pre‐readers with a family risk of dyslexia (2016)The influences and outcomes o…Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5–11 Years Old (2015)Neurocognitive Development an…Subtyping of children with developmental dyslexia via bootstrap aggregated clustering and the gap statistic: comparison with the double‐deficit hypothesis (2007)Subtyping of children with de…Understanding the ‘Lexia’ in dyslexia: A multidisciplinary team approach to learning disabilities (2001)Understanding the ‘Lexia’ in …Who Benefits From Training in Linguistic Awareness in the First Grade, and What Components Show Training Effects? (1999)Who Benefits From Training in…Working Memory (1974)DSM-IV: Diagnostic and Statistical Manual of Mental Disorders (1994)The episodic buffer: a new component of working memory? (2000)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Distinct Memory Profiles in Children with Learning Disabilities: a Neuropsychological Perspective (2010)Diagnostic and Statistical Manual of Mental Disorders (2013)Diagnostic and Statistical Manual of Mental Disorders (2013)Multivariate Treatment of Dyslexia, Dysgraphia and Dyscalculia (2023)The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Beginning to read : Thinking and learning about print. By Marilyn Jager Adams. Cambridge, MA: The MIT Press, 1990. Pp. x, 494. Cloth $29.95. (1991)Training phonological awareness in kindergarten level children: consistency is more important than quantity (2003)The Role of Gender and Reading Competence in the Development of Motivational Orientations from Kindergarten to Grade 1 (2004)Phonological or orthographic training for children with phonological or orthographic decoding deficits (2007)Wide Range Achievement Test-Revised (1987)The double-deficit hypothesis for the developmental dyslexias. (1999)Theories of developmental dyslexia: insights from a multiple case study of dyslexic adults (2003)Cross-linguistic neuroimaging and dyslexia: A critical view (2010)Dyslexia heterogeneity: cognitive profiling of Portuguese children with dyslexia (2014)The Sound Pattern of English (1968)Categorizing sounds and learning to read—a causal connection (1983)Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation? (2017)What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach (2018)Psychometric Properties of the Strengths and Difficulties Questionnaire (2001)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)Atypical neural processing of rise time by adults with dyslexia (2018)Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children (2018)Decoding, Reading, and Reading Disability (1986)Three Approaches to Qualitative Content Analysis (2005)Specific reading disability (dyslexia): what have we learned in the past four decades? (2004)Diagnostic and Statistical Manual of Mental Disorders (2022)Technology and Serious Gaming for Neurodevelopmental Disorders: A Systematic Literature Review (Preprint) (2024)
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  • 2007Subtyping of children with developmental dyslexia via bootstrap aggregated clustering and the gap statistic: comparison with the double‐deficit hypothesis56 cited
  • 1999Who Benefits From Training in Linguistic Awareness in the First Grade, and What Components Show Training Effects?53 cited
  • 2016The influences and outcomes of phonological awareness: a study of MA , PA and auditory processing in pre‐readers with a family risk of dyslexia47 cited
  • 2001Understanding the ‘Lexia’ in dyslexia: A multidisciplinary team approach to learning disabilities47 cited
  • 2017Early development and predictors of morphological awareness: Disentangling the impact of decoding skills and phonological awareness45 cited
  • 2015Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5–11 Years Old41 cited
  • 2021Document Analysis of State Dyslexia Legislation Suggests Likely Heterogeneous Effects on Student and School Outcomes37 cited
  • 2023The Use of Cognitive Tests in the Assessment of Dyslexia36 cited

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