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Exploring the complexity of second language writers' strategy use and performance on an integrated writing test through structural equation modeling and qualitative approaches
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Fonctionnement de tâches discrètes et intégrées pour l'évaluation de la lecture en français langue seconde des nouveaux arrivants au Québec
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Measuring the alphabetic principle: Mapping behaviors onto theory
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Extensive reading is a form of reading instruction. Its definition and purpose areJunko Yamashita
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In: http://www.gsid.nagoya-u.ac.jp/yamashita/graduates/yamashita2008.pdf (2008)
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Exploring the Relationship between Language and Reading Skills and Ohio Graduation Test Performance
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1212068090 (2008)
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Impaired semantic processing during sentence reading in children with dyslexia: combined fMRI and ERP evidence
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; ORA review team (2008)
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Generalist genes and the Internet generation: etiology of learning abilities by web testing at age 10.
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In: Genes Brain Behav , 7 (4) pp. 455-462. (2008) (2008)
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A cognitive processing approach towards defining reading comprehension
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Comparing phonological skills and spelling abilities in children with reading and language impairments.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2008)
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Cognitive subtypes of dyslexia.
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In: Acta Neurobiol Exp (Wars) , 68 (1) 73 - 82. (2008) (2008)
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Memory functioning in children with reading disabilities and/or attention deficit/hyperactivity disorder: a clinical investigation of their working memory and long-term memory functioning.
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In: Publications (2008)
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Establishing universal screening risk indicators using reading curriculum-based measurement and the developmental reading assessment
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Gerd Mannhaupt: Münsteraner Screening zur Früherkennung von Lese-Rechtschreibschwierigkeiten. Berlin: Verlag Cornelsen 2006 […] [Sammelrezension]
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In: Erziehungswissenschaftliche Revue (EWR) 6 (2007) 1 (2007)
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Gerd Mannhaupt: Münsteraner Screening zur Früherkennung von Lese-Rechtschreibschwierigkeiten. Berlin: Verlag Cornelsen 2006 […] [Sammelrezension] ...
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Three points of the phonics triangle: An equilateral relationship among pseudoword reading, name reading, and spelling
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In: Master's Theses and Capstones (2007)
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The role of feature-number and feature-type in processing Hindi verb agreement violations.
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In: Brain Res , 1164 pp. 81-94. (2007) (2007)
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Word form access dyslexia: understanding the basis of visual reading errors.
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In: Q J Exp Psychol (Hove) , 60 (1) pp. 57-78. (2007) (2007)
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Repeating through the insula: evidence from two consecutive strokes.
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In: Neuroreport, vol. 18, no. 13, pp. 1367-1370 (2007)
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Avaliando a leitura em inglês: uma reflexão sobre itens de testes
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In: Revista Brasileira de Linguística Aplicada, Vol 7, Iss 2, Pp 67-89 (2007) (2007)
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The role of sensorimotor impairments in dyslexia: a multiple case study of dyslexic children.
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In: ISSN: 1363-755X ; EISSN: 1467-7687 ; Developmental Science ; https://hal.archives-ouvertes.fr/hal-00260021 ; Developmental Science, Wiley, 2006, 9 (3), pp.237-55; discussion 265-9. ⟨10.1111/j.1467-7687.2006.00483.x⟩ (2006)
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Abstract:
International audience ; This study attempts to investigate the role of sensorimotor impairments in the reading disability that characterizes dyslexia. Twenty-three children with dyslexia were compared to 22 control children, matched for age and non-verbal intelligence, on tasks assessing literacy as well as phonological, visual, auditory and motor abilities. The dyslexic group as a whole were significantly impaired on phonological, but not sensorimotor, tasks. Analysis of individual data suggests that the most common impairments were on phonological and visual stress tasks and the vast majority of dyslexics had one of these two impairments. Furthermore, phonological skill was able to account for variation in literacy skill, to the exclusion of all sensorimotor factors, while neither auditory nor motor skill predicted any variance in phonological skill. Visual stress seems to account for a small proportion of dyslexics, independently of the commonly reported phonological deficit. However, there is little evidence for a causal role of auditory, motor or other visual impairments.
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Keyword:
[SDV.NEU.SC]Life Sciences [q-bio]/Neurons and Cognition [q-bio.NC]/Cognitive Sciences; MESH: Child; MESH: Dyslexia; MESH: Female; MESH: Fingers; MESH: Hearing Disorders; MESH: Hearing Tests; MESH: Humans; MESH: Learning Disorders; MESH: Male; MESH: Motor Activity; MESH: Reading; MESH: Reference Values; MESH: Stress; MESH: Thumb; MESH: Vision Disorders; MESH: Visual Perception
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URL: https://doi.org/10.1111/j.1467-7687.2006.00483.x https://hal.archives-ouvertes.fr/hal-00260021
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