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How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities.
16 references·0 citing·37 second hop
How you read affects what you gain: Individual differences in the functional organization of the reading system predict intervention gains in children with reading disabilities. (2021)How you read affects what you gain: Indiv…Ending the Reading Wars: Reading Acquisition From Novice to Expert (2018)Ending the Reading Wars: Read…Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes. (2017)Early intervention for childr…Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3 (2015)Meta-Analyses of the Effects …Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials (2014)Effectiveness of Treatment Ap…Phonics training for English-speaking poor readers (2012)Phonics training for English-…Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated? (2010)Practitioner Review: Reading …Multiple-Component Remediation for Developmental Reading Disabilities (2010)Multiple-Component Remediatio…SD-squared: On the association between semantic dementia and surface dyslexia. (2007)SD-squared: On the associatio…Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes. (2004)Computing the Meanings of Wor…Putting Struggling Readers on the PHAST Track (2000)Putting Struggling Readers on…Phonology, reading acquisition, and dyslexia: Insights from connectionist models. (1999)Phonology, reading acquisitio…Understanding normal and impaired word reading: Computational principles in quasi-regular domains. (1996)Understanding normal and impa…Semantic effects in single-word naming. (1995)Semantic effects in single-wo…A distributed, developmental model of word recognition and naming. (1989)A distributed, developmental …The time course of phonological code activation in two writing systems (1985)The time course of phonologic…Concreteness, imagery, and meaningfulness values for 925 nouns. (1968)Concreteness, imagery, and me…The Sound Pattern of English (1968)Literacy in Traditional Societies (1969)An interactive activation model of context effects in letter perception: I. An account of basic findings. 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(2012)Individual differences in working memory and reading (1980)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory. (2005)The English Lexicon Project (2007)The structure of English orthography . By Richard L. Venezky (Janua linguarum, series minor, 82.) The Hague: Mouton, 1970. Pp. 159. f 17.00. (1971)Fundamentals of Experimental Design (2005)An analysis of meaning. (1952)Learning theory and the symbolic processes. 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(1987)FREQUENCY EFFECTS IN LANGUAGE PROCESSING (2002)Connectionism and cognitive architecture: A critical analysis (1988)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. (1999)Children’s reading difficulties, language, and reflections on the simple view of reading (2019)Defining and understanding dyslexia: past, present and future (2020)The Role of Background Knowledge in Reading Comprehension: A Critical Review (2021)
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References

  • 1989A distributed, developmental model of word recognition and naming.4,026 cited
  • 1968Concreteness, imagery, and meaningfulness values for 925 nouns.2,828 cited
  • 1996Understanding normal and impaired word reading: Computational principles in quasi-regular domains.2,824 cited
  • 2018Ending the Reading Wars: Reading Acquisition From Novice to Expert1,738 cited
  • 2004Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes.1,219 cited
  • 1999Phonology, reading acquisition, and dyslexia: Insights from connectionist models.952 cited
  • 1985The time course of phonological code activation in two writing systems559 cited
  • 1995Semantic effects in single-word naming.485 cited
  • 2014Effectiveness of Treatment Approaches for Children and Adolescents with Reading Disabilities: A Meta-Analysis of Randomized Controlled Trials426 cited
  • 2007SD-squared: On the association between semantic dementia and surface dyslexia.284 cited
  • 2017Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes.238 cited
  • 2015Meta-Analyses of the Effects of Tier 2 Type Reading Interventions in Grades K-3206 cited
  • 2012Phonics training for English-speaking poor readers160 cited
  • 2010Multiple-Component Remediation for Developmental Reading Disabilities

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154 cited
  • 2000Putting Struggling Readers on the PHAST Track125 cited
  • 2010Practitioner Review: Reading disorders: what are the effective interventions and how should they be implemented and evaluated?113 cited
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