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The Relationship of Central Auditory Processing Disorder and Learning Problems
12 references·0 citing·40 second hop
The Relationship of Central Auditory Processing Disorder and Learning Problems (1997)The Relationship of Central Auditory Proc…The Woodcock Reading Mastery Tests - Revised (2021)The Woodcock Reading Mastery …Woodcock Reading Mastery Tests–Revised (2014)Woodcock Reading Mastery Test…Expressive One-Word Picture Vocabulary Test (2012)Expressive One-Word Picture V…Evidence for aberrant auditory anatomy in developmental dyslexia. (1994)Evidence for aberrant auditor…The Staggered Spondaic Word Test (1991)The Staggered Spondaic Word T…Phonological memory deficits in language disordered children: Is there a causal connection? (1990)Phonological memory deficits …Pseudoword repetition ability in learning-disabled children (1989)Pseudoword repetition ability…Language learnability and specific language impairment in children (1989)Language learnability and spe…Wide Range Achievement Test-Revised (1987)Wide Range Achievement Test-R…Temporal or phonetic processing deficit in dyslexia? That is the question (1984)Temporal or phonetic processi…Language and reading: Some perceptual prerequisites (1980)Language and reading: Some pe…Auditory Processing Factors in Language Disorders: The View from Procrustes' Bed (1973)Auditory Processing Factors i…The nature of phonological processing and its causal role in the acquisition of reading skills. (1987)Working Memory (1992)Working memory: looking back and looking forward (2003)Developmental Dyslexia and Specific Language Impairment: Same or Different? (2004)Defects of Non-Verbal Auditory Perception in Children with Developmental Aphasia (1973)Auditory temporal perception, phonics, and reading disabilities in children (1980)Physiological and anatomical evidence for a magnocellular defect in developmental dyslexia. (1991)Sensitivity to dynamic auditory and visual stimuli predicts nonword reading ability in both dyslexic and normal readers (1998)Neurobiology of dyslexia: a reinterpretation of the data (2004)From genes to behavior in developmental dyslexia (2006)Categorizing sounds and learning to read—a causal connection (1983)Reading Research Advances in Theory and Practice (1985)Effects of word length and wordlikeness on pseudoword repetition by poor and normal readers (1997)Children's performance on pseudoword repetition depends on auditory trace quality: Evidence from event-related potentials. (1999)Auditory-visual integration in normal and retarded readers. (1964)Perception of the speech code. (1967)Efficacy of Fast ForWord training on facilitating acquisition of reading skills by children with reading difficulties—A longitudinal study (2001)Temporal processing and reading disability (2002)Why the timing deficit hypothesis does not explain reading disability in adults (2002)A First Language (1973)The mental representation of grammatical relations . Edited by Joan Bresnan. Cambridge, MA: MIT Press, 1982. Pp. 874. $35.00. (1985)Morphological Deficits in Children With Specific Language Impairment: The Status of Features in the Underlying Grammar (1992)Lectures on Government and Binding (1993)Frequency of Input Effects on Word Comprehension of Children With Specific Language Impairment (1994)Three Accounts of the Grammatical Morpheme Difficulties of English-Speaking Children With Specific Language Impairment (1997)Intensive Remedial Instruction for Children with Severe Reading Disabilities (2001)A Longitudinal Investigation of Reading Outcomes in Children With Language Impairments (2002)Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading (2006)Language Impairment in Children. (1979)Developmental dysphasia: Relation between acoustic processing deficits and verbal processing (1980)Defining language delay in young children by cognitive referencing: Are we saying more than we know? (1990)Dual coding theory and education (1991)A picture book reading intervention in day care and home for children from low-income families. (1994)Added Value of Dialogic Parent–Child Book Readings: A Meta-Analysis (2008)Meaning construction and integration in children with hydrocephalus (2003)Contrast responsivity in MT+ correlates with phonological awareness and reading measures in children (2007)The relationship between phonological processing skills and word and nonword identification performance in children with mild intellectual disabilities (2010)Early reading acquisition and its relation to reading experience and ability 10 years later. (1997)Child Development and Emergent Literacy (1998)Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. (2002)
this work references cited by second hop

References

  • 1990Phonological memory deficits in language disordered children: Is there a causal connection?1,487 cited
  • 1987Wide Range Achievement Test-Revised1,382 cited
  • 2012Expressive One-Word Picture Vocabulary Test967 cited
  • 2014Woodcock Reading Mastery Tests–Revised931 cited
  • 1994Evidence for aberrant auditory anatomy in developmental dyslexia.400 cited
  • 1989Language learnability and specific language impairment in children377 cited
  • 1984Temporal or phonetic processing deficit in dyslexia? That is the question114 cited
  • 1973Auditory Processing Factors in Language Disorders: The View from Procrustes' Bed103 cited
  • 2021The Woodcock Reading Mastery Tests - Revised65 cited
  • 1989Pseudoword repetition ability in learning-disabled children60 cited
  • 1991The Staggered Spondaic Word Test57 cited
  • 1980Language and reading: Some perceptual prerequisites50 cited

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