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Comparison of phonological and whole-word treatments for two contrasting cases of developmental dyslexia
16 references·1 citing·33 second hop
Comparison of phonological and whole-word treatments for two contrasting cases of developmental dyslexia (2007)Comparison of phonological and whole-word…Theory and Practice of Early Reading (2013)Theory and Practice of Early …Stanford-Binet Intelligence Scale (2012)Stanford-Binet Intelligence S…The cognitive deficits responsible for developmental dyslexia: Review of evidence for a selective visual attentional disorder (2004)The cognitive deficits respon…Is there a causal link from phonological awareness to success in learning to read? (2003)Is there a causal link from p…DRC: A dual route cascaded model of visual word recognition and reading aloud. (2001)DRC: A dual route cascaded mo…Phonology, reading acquisition, and dyslexia: Insights from connectionist models. (1999)Phonology, reading acquisitio…A connectionist multiple-trace memory model for polysyllabic word reading. (1998)A connectionist multiple-trac…On the bases of two subtypes of development dyslexia (1996)On the bases of two subtypes …Varieties of developmental dyslexia (1993)Varieties of developmental dy…Models of reading aloud: Dual-route and parallel-distributed-processing approaches. (1993)Models of reading aloud: Dual…Rhyme and Reason in Reading and Spelling (1985)Rhyme and Reason in Reading a…THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES: (1982)THE ILLINOIS TEST OF PSYCHOLI…Phonological alexia: three dissociations. (1979)Phonological alexia: three di…Lexical access in simple reading tasks (1978)Lexical access in simple read…The American Heritage Word Frequency Book (1973)The American Heritage Word Fr…Patterns of paralexia: A psycholinguistic approach (1973)Patterns of paralexia: A psyc…The effect of an integrated reading and anxiety intervention for poor readers with anxiety (2021)The effect of an integrated r…Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)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)Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. (2004)Orthographic Depth and Its Impact on Universal Predictors of Reading (2010)An interactive activation model of context effects in letter perception: I. An account of basic findings. (1981)On language and connectionism: Analysis of a parallel distributed processing model of language acquisition (1988)A distributed, developmental model of word recognition and naming. (1989)FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002)Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)The English Lexicon Project (2007)Word Knowledge in a Theory of Reading Comprehension (2013)Interaction of information in word recognition. (1969)Deep dyslexia: A case study of connectionist neuropsychology (1993)The myth of the visual word form area (2003)Reading Research Advances in Theory and Practice (1985)How Psychological Science Informs the Teaching of Reading (2001)Beneath the Surface of Developmental Dyslexia (2017)Categorizing sounds and learning to read—a causal connection (1983)What's meaning got to do with it: The role of vocabulary in word reading and reading comprehension. (2006)Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. (1994)Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes. (2004)On the Anglocentricities of current reading research and practice: The perils of overreliance on an "outlier" orthography. (2008)Self-schemata and processing information about the self. (1977)Stereotypes and prejudice: Their automatic and controlled components. (1989)Early vocabulary growth: Relation to language input and gender. (1991)The mean IQ of Americans: Massive gains 1932 to 1978. (1984)School readiness and later achievement. (2007)CHC theory and the human cognitive abilities project: Standing on the shoulders of the giants of psychometric intelligence research (2008)The Nonword Reading Deficit in Developmental Dyslexia: A Review (1992)Cross-language transfer of phonological awareness. (1993)Working memory in children with reading disabilities (2005)
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References

  • 2001DRC: A dual route cascaded model of visual word recognition and reading aloud.4,245 cited
  • 1993Models of reading aloud: Dual-route and parallel-distributed-processing approaches.1,739 cited
  • 2012Stanford-Binet Intelligence Scale1,664 cited
  • 1973The American Heritage Word Frequency Book1,379 cited
  • 1978Lexical access in simple reading tasks1,064 cited
  • 2003Is there a causal link from phonological awareness to success in learning to read?1,064 cited
  • 1973Patterns of paralexia: A psycholinguistic approach1,027 cited
  • 1993Varieties of developmental dyslexia981 cited
  • 1999Phonology, reading acquisition, and dyslexia: Insights from connectionist models.924 cited
  • 1985Rhyme and Reason in Reading and Spelling889 cited
  • 2013Theory and Practice of Early Reading634 cited
  • 1982THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES:455 cited
  • 1979Phonological alexia: three dissociations.447 cited
  • 1996On the bases of two subtypes of development dyslexia443 cited
  • 2004The cognitive deficits responsible for developmental dyslexia: Review of evidence for a selective visual attentional disorder427 cited

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1998
A connectionist multiple-trace memory model for polysyllabic word reading.
408 cited

Cited by

  • 2021The effect of an integrated reading and anxiety intervention for poor readers with anxiety32 cited