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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 – 10 of 10 1 Disentangling the developmental trajectories of letter position and letter identity coding using masked priming Kezilas, Yvette; McKague, Meredith; Kohnen, Saskia. - : American Psychological Association, 2017 BASE Show details 2 No effect of orthographic neighbourhood in treatment with two cases of acquired dysgraphia Krajenbrink, Trudy; Nickels, Lyndsey; Kohnen, Saskia. - : Routledge, 2017 BASE Show details 3 Treatment as a tool for investigating cognition Nickels, Lyndsey; Kohnen, Saskia; Rapp, Brenda. - : Abingdon, Oxon, UK : Routledge, 2016 BASE Show details 4 Word and pseudoword superiority effects on letter position processing in developing and skilled readers Kezilas, Yvette; Kohnen, Saskia; McKague, Meredith. - : American Psychological Association, 2016 BASE Show details 5 Low self-concept in poor readers : prevalence, heterogeneity, and risk McArthur, Genevieve; Castles, Anne; Kohnen, Saskia. - : PeerJ, 2016 BASE Show details 6 Assessment of lexical and non-lexical spelling in students in Grades 1–7 Kohnen, Saskia; Colenbrander, Danielle; Krajenbrink, Trudy; Nickels, Lyndsey. - : Routledge, 2015 Abstract: The main aim of this study was to develop standardised tests that assess some of the most important spelling skills for children in primary school: sound-letter mappings (non-lexical spelling) and word spelling accuracy (lexical spelling). We present normative comparison data for children in Grades 1–7 as well as measures of validity and reliability for both tests. Another aim of this study was to assess the relative prevalence of spelling difficulties that only affect one skill selectively (only lexical or only non-lexical spelling) or both. We found that throughout Grades 1–7, children were as likely to have selective as they were to have mixed difficulties. This underscores the importance of measuring lexical and non-lexical skills separately. The tests presented in this paper provide teachers and clinicians with the necessary tools to do exactly that. ; 24 page(s) URL: http://hdl.handle.net/1959.14/1050327 BASE Hide details 7 Investigating the role of neighbours in treatment of acquired dysgraphia Krajenbrink, Trudy; Nickels, Lyndsey; Kohnen, Saskia. - : Netherlands : University of Groningen Press, 2014 BASE Show details 8 The Locus of impairment in English developmental letter position dyslexia Kezilas, Yvette; Kohnen, Saskia; McKague, Meredith. - : Frontiers Research Foundation, 2014 BASE Show details 9 Pirates at parties : letter position processing in developing readers Kohnen, Saskia; Castles, Anne. - : Elsevier, 2013 BASE Show details 10 Subtypes of developmental reading disorders : recent developments and directions for treatment Jones, Kristy; Castles, Anne; Kohnen, Saskia. - : Speech Pathology Australia, 2011 BASE Show details

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