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Naming-speed deficits and phonological memory deficits in Chinese developmental dyslexia

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References

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1993Characteristics of developmental dyslexia in a regular writing system696 cited
1993Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia663 cited
1982Progress in Learning Disabilities575 cited
1990Automaticity: A new framework for dyslexia research?559 cited

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1975Relationship between single word decoding and reading comprehension skill.521 cited

1976Naming of object-drawings by dyslexic and other learning disabled children447 cited

Cited by

2007Rapid naming speed and reading across languages that vary in orthographic consistency134 cited
2007Prevalence, gender ratio and gender differences in reading‐related cognitive abilities among Chinese children with dyslexia in Hong Kong132 cited
2008Rapid Naming Components and Their Relationship With Phonological Awareness, Orthographic Knowledge, Speed of Processing, and Different Reading Outcomes130 cited
2008The role of visual and auditory temporal processing for Chinese children with developmental dyslexia130 cited
2009Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?129 cited
2011Specific Reading Difficulties in Chinese, English, or Both127 cited
2010Early predictors of dyslexia in Chinese children: familial history of dyslexia, language delay, and cognitive profiles115 cited
2007In search of subtypes of Chinese developmental dyslexia115 cited
2011What Discrete and Serial Rapid Automatized Naming Can Reveal About Reading113 cited
2007Rapid naming speed and Chinese character recognition111 cited
2005Levels of Phonological Awareness in Korean and English: A 1-Year Longitudinal Study.108 cited
2006Rapid Naming Speed Components and Early Reading Acquisition108 cited
2006Exploring the reading–writing connection in Chinese children with dyslexia in Hong Kong105 cited
2004Rapid automatic naming: Easy to measure, hard to improve (quickly)105 cited
2008Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children97 cited
2016Neural signatures of phonological deficits in Chinese developmental dyslexia94 cited