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Predictors of reading and spelling skills in German: The role of morphological awareness
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Genome-wide association study reveals new insights into the heritability and genetic correlates of developmental dyslexia
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In: ISSN: 1359-4184 ; EISSN: 1476-5578 ; Molecular Psychiatry ; https://hal.archives-ouvertes.fr/hal-02976104 ; Molecular Psychiatry, Nature Publishing Group, 2020, ⟨10.1038/s41380-020-00898-x⟩ (2020)
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Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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In: ISSN: 2158-3188 ; EISSN: 2158-3188 ; Translational Psychiatry ; https://hal.archives-ouvertes.fr/hal-02158502 ; Translational Psychiatry, Nature Pub. Group, 2019, 9, pp.77. ⟨10.1038/s41398-019-0402-0⟩ (2019)
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Reproducibility of Brain Responses: High for Speech Perception, Low for Reading Difficulties
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In: Scientific Reports (2019)
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Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia ...
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Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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In: Translational Psychiatry, 9 (1) (2019)
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Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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School-age outcomes of late-talking toddlers: Long-term effects of an early lexical deficit
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Genome-wide association scan identifies new variants associated with a cognitive predictor of dyslexia
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Reproducibility of Brain Responses: High for Speech Perception, Low for Reading Difficulties
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Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences
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In: PLOS One (2018)
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Does the late positive component reflect successful reading acquisition? A longitudinal ERP study
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In: Neuroimage-Clinical (2018)
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White matter alterations and tract lateralization in children with dyslexia and isolated spelling deficits
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Orthographic learning in children with isolated and combined reading and spelling deficits
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Abstract:
Dissociations between reading and spelling problems are likely to be associated with different underlying cognitive deficits, and with different deficits in orthographic learning. In order to understand these differences, the current study examined orthographic learning using a printed-word learning paradigm. Children (4th grade) with isolated reading, isolated spelling and combined reading and spelling problems were compared to children with age appropriate reading and spelling skills on their performance during learning novel words and symbols (non-verbal control condition), and during immediate and delayed reading and spelling recall tasks. No group differences occurred in the non-verbal control condition. In the verbal condition, initial learning was intact in all groups, but differences occurred during recall tasks. Children with reading fluency deficits showed slower reading times, while children with spelling deficits were less accurate, both in reading and spelling recall. Children with isolated spelling problems showed no difficulties in immediate spelling recall, but had problems in remembering the spellings 2 hours later. The results suggest that different orthographic learning deficits underlie reading fluency and spelling problems: Children with isolated reading fluency deficits have no difficulties in building-up orthographic representations, but access to these representations is slowed down while children with isolated spelling deficits have problems in storing precise orthographic representations in long-term memory.
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Keyword:
Original Articles
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6343368/ https://doi.org/10.1080/09297049.2018.1470611 http://www.ncbi.nlm.nih.gov/pubmed/29732940
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Deficits in Letter-Speech Sound Associations but Intact Visual Conflict Processing in Dyslexia: Results from a Novel ERP-Paradigm
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In: Frontiers in Human Neuroscience (2017)
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Visuo-spatial cueing in children with differential reading and spelling profiles
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In: PLOS One (2017)
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Does the late positive component reflect successful reading acquisition? A longitudinal ERP study
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Deficits in Letter-Speech Sound Associations but Intact Visual Conflict Processing in Dyslexia: Results from a Novel ERP-Paradigm
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Visuo-spatial cueing in children with differential reading and spelling profiles
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