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Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
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In: Front Psychol (2021)
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Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children
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Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation?
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Statistical Learning of Speech Sounds in Dyslexic and Typical Reading Children
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In: ISSN: 1532-799X ; Scientific Studies of Reading (2018) pp. 1-12 (2018)
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Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children
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Predicting future reading problems based on pre-reading auditory measures: a longitudinal study of children with a familial risk of dyslexia
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Visual Processing of Derivational Processing and Children With Dyslexia
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Early development and predictors of morphological awareness: disentangling the impact of decoding skills and phonological awareness
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The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia
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Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia
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Predicting Dyslexia Based on Pre-reading Auditory and Speech Perception Skills
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Relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia
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Early Development and Predictors of Morphological Awareness: Separating the influences of decoding skills from phonological awareness
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Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading
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Abstract:
In this article, we tested, using a 1-year longitudinal design, whether symbolic numerical magnitude processing or children’s numerical representation of Arabic digits, is as important to arithmetic as phonological awareness is to reading. Children completed measures of symbolic comparison, phonological awareness, arithmetic, reading at the start of third grade and the latter two were retested at the start of fourth grade. Cross-sectional and longitudinal correlations indicated that symbolic comparison was a powerful domain-specific predictor of arithmetic and that phonological awareness was a unique predictor of reading. Crucially, the strength of these independent associations was not significantly different. This indicates that symbolic numerical magnitude processing is as important to arithmetic development as phonological awareness is to reading and suggests that symbolic numerical magnitude processing is a good candidate for screening children at risk for developing mathematical difficulties.
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Keyword:
Research Article
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URL: http://www.ncbi.nlm.nih.gov/pubmed/26942935 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4778857/ https://doi.org/10.1371/journal.pone.0151045
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Disentangling of Morphological and Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia
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Psychophysical and Cognitive Indicators of Early Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia
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Morphological awareness and its role in compensation in adults with dyslexia
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A DTI tractography study in pre-readers at risk for dyslexia
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Children’s Mapping between Non-Symbolic and Symbolic Numerical Magnitudes and Its Association with Timed and Untimed Tests of Mathematics Achievement
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