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Acute stroke unit nurses' perspectives on communicating with patients with aphasia
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The Communicative benefits of cochlear implantation for children with hearing loss and autism spectrum disorder : a review
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To r-ea-d or not to r-ea-d : should children with Down syndrome be taught phonics?
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Cupples, L. - : Chichester, UK : Wiley-Blackwell, 2012
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PACT : parents and children together in phonological therapy
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Message from the dual orthographic lexica view : reports of my death are greatly exaggerated
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Abstract:
How do we read and spell words? The prevailing view is that we possess one orthographic lexicon which allows us to both recognise and spell words. An alternative view suggests that there may be one orthographic lexicon used to recognise written words and a separate orthographic lexicon used for producing words (writing, oral spelling). For well known, familiar words, there should be a strong entry in both lexica. For unfamiliar words though, the entries may differ in ‘strength’ and ‘clarity’, leading to performance differences in reading and spelling of the same word. This talk summarises findings from experiments designed to detect such differences. If found, these differences would suggest that two orthographic lexica may actually exist. ; 1 page(s)
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Keyword:
170103 Educational Psychology; 170204 Linguistic Processes (incl. Speech Production and Comprehension)
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URL: http://hdl.handle.net/1959.14/46115
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Using the dual-route model of reading to assess and design intervention programs for two boys with developmental surface dyslexia
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Are word meanings corresponding to different grammatical categories organised differently within lexical semantic memory?
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In: The Mental Lexicon , 2 pp. 251-275. (2006) (2006)
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The Role of families in optimizing phonological therapy outcomes
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