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A lab-controlled simulation of a letter–speech sound binding deficit in dyslexia

16 references·11 citing·48 second hopsampled

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References

2004Specific reading disability (dyslexia): what have we learned in the past four decades?2,549 cited
1995Phonological recoding and self-teaching: sine qua non of reading acquisition2,352 cited
1976Rapid ‘automatized’ naming (R.A.N.): Dyslexia differentiated from other learning disabilities1,457 cited
2011Rapid Automatized Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities768 cited
1999Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction.726 cited
2004Integration of Letters and Speech Sounds in the Human Brain545 cited
2012A Causal Link between Visual Spatial Attention and Reading Acquisition533 cited
2009Functional abnormalities in the dyslexic brain: A quantitative meta‐analysis of neuroimaging studies518 cited
2010Neural systems predicting long-term outcome in dyslexia475 cited
2010Brain sensitivity to print emerges when children learn letter–speech sound correspondences457 cited
1984Phonological Awareness and Verbal Short-Term Memory433 cited
2001Implicit learning out of the lab: The case of orthographic regularities.411 cited
2010Reading in the brain: the science and evolution of a human invention408 cited
1997The beginnings of orthographic knowledge: Children's knowledge of double letters in words.

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356 cited

2012Early identification and interventions for dyslexia: a contemporary view327 cited

2010Deviant processing of letters and speech sounds as proximate cause of reading failure: a functional magnetic resonance imaging study of dyslexic children301 cited

Cited by

2016Neural initialization of audiovisual integration in prereaders at varying risk for developmental dyslexia64 cited
2018Simulating reading acquisition: The link between reading outcome and multimodal brain signatures of letter–speech sound learning in prereaders60 cited
2015A Randomized Controlled Trial on The Beneficial Effects of Training Letter-Speech Sound Integration on Reading Fluency in Children with Dyslexia57 cited
2014Rapid Automatized Naming in Children with Dyslexia: Is Inhibitory Control Involved?54 cited
2017Predicting Individual Differences in Reading and Spelling Skill With Artificial Script–Based Letter–Speech Sound Training50 cited
2022Toward a Model of Statistical Learning and Reading: Evidence From a Meta-Analysis46 cited
2016Responsivity to dyslexia training indexed by the N170 amplitude of the brain potential elicited by word reading35 cited
2018Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children35 cited
2015Crossmodal deficit in dyslexic children: practice affects the neural timing of letter-speech sound integration33 cited
2017Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies32 cited
2015Kindergarteners’ performance in a sound–symbol paradigm predicts early reading30 cited