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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 17 of 17 1 LPC Augment: An LPC-Based ASR Data Augmentation Algorithm for Low and Zero-Resource Children's Dialects ... Johnson, Alexander; Fan, Ruchao; Morris, Robin. - : arXiv, 2022 BASE Show details 2 Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords Malins, Jeffrey G.; Landi, Nicole; Ryherd, Kayleigh... In: Dev Sci (2020) BASE Show details 3 Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills Siegelman, Noam; Rueckl, Jay G.; Steacy, Laura M.... In: J Mem Lang (2020) BASE Show details 4 Strength of resting state functional connectivity and local GABA concentrations predict oral reading of real and pseudo-words Krishnamurthy, Lisa C.; Krishnamurthy, Venkatagiri; Crosson, Bruce. - : Nature Publishing Group UK, 2019 BASE Show details 5 Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network Malins, Jeffrey G.; Pugh, Kenneth R.; Buis, Bonnie. - : Society for Neuroscience, 2018 BASE Show details 6 Dough, Tough, Cough, Rough: A “Fast” fMRI Localizer of Component Processes in Reading Malins, Jeffrey G.; Gumkowski, Nina; Buis, Bonnie. - 2016 BASE Show details 7 A model of phonological processing, language, and reading for students with mild intellectual disability Sevcik, Rose; Barker, R. Michael; Romski, Mary Ann... In: Psychology Faculty Publications (2013) BASE Show details 8 A Model of Phonological Processing, Language, and Reading for Students with Mild Intellectual Disability Barker, R. Michael; Sevcik, Rose A.; Morris, Robin D.. - 2013 BASE Show details 9 Multiple component remediation of developmental reading disabilities: A Controlled factorial evaluation of the influence of IQ, socioeconomic status, and race on outcomes Morris, Robin; Lovett, Maureen; Wolf, Maryanne... In: Psychology Faculty Publications (2012) BASE Show details 10 A randomized control study of instructional approaches for struggling adult readers Greenberg, Daphne; Wise, Justin; Morris, Robin. - 2011 BASE Show details 11 Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities Frijters, Jan; Lovett, Maureen; Steinbach, Karen... In: Psychology Faculty Publications (2011) BASE Show details 12 Measuring adult literacy students' reading skills using the Gray Oral Reading Test Greenberg, Daphne; Pae, Hye Kyeong; Morris, Robin D.... In: Annals of dyslexia. - Boston, Mass. : Springer 59 (2009) 2, 133-149 BLLDB Show details 13 The Varieties of Pathways to Dysfluent Reading Comparing Subtypes of Children With Dyslexia at Letter, Word, and Connected Text Levels of Reading Wolf, Maryanne; Morris, Robin; Lovett, Maureen... In: Psychology Faculty Publications (2008) BASE Show details 14 Phonological Awareness and Rapid Naming Skills of Children with Reading Disabilities and Children with Reading Disabilities Who Are At Risk for Mathematics Difficulties Wise, Justin C.; Pae, Hye Kyeong; Wolfe, Christopher B.. - 2008 BASE Show details 15 Reading fluency: the whole is more than the parts Katzir, Tami; Kim, Youngsuk; Wolf, Maryanne... In: Annals of dyslexia. - Boston, Mass. : Springer 56 (2006) 1, 51-82 BLLDB Show details 16 Evaluation of the Double-Deficit Hypotheses in College Students Referred for Learning Difficulties Cirino, Paul; Morris, Mary K; Morris, Robin; Israelian, Marlyne K In: Psychology Faculty Publications (2005) Abstract: The present study explored the double-deficit hypothesis (DDH) in a sample of 146 college students with and without reading disabilities (RD). The results indicated that although both phonological awareness (PA) and visual naming speed (VNS) contributed to performance on measures of decoding and comprehension, their relative contribution was influenced both by the nature of the stimulus (word vs. nonword vs. text) and by the conditions of the task (timed vs. untimed). Similar results were obtained using an individual differences approach, or when between-group comparisons were made of individuals with deficits in PA or VNS. The relative representation of DDH subgroups in groups of adults with RD varied based on the classification criteria used to define RD. These results support the DDH, ex- tend its applicability to adults, and have implications for diagnostic decision making. Keyword: Psychology URL: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1167&context=psych_facpub https://scholarworks.gsu.edu/psych_facpub/167 BASE Hide details 17 Timing and phonology Breznitz, Zvia (Hrsg.); Share, David L. (Hrsg.); Studdert-Kennedy, Michael (Mitarb.)... In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 15 (2002) 1-2, 1-231 BLLDB Show details

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