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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 – 5 of 5 1 Is there a causal link from a phonological awareness deficit to reading failure in children at familial risk for dyslexia? Blomert, Leo; Willems, Gonny In: Dyslexia. - Bracknell : British Dyslexia Association 16 (2010) 4, 300-317 BLLDB OLC Linguistik Show details 2 Cognitive Development of Fluent Word Reading Does Not Qualitatively Differ Between Transparent and Opaque Orthographies Vaessen, Anniek; Bertrand, Daisy; Toth, Denes; Csepe, Valeria; Faisca, Luis; Reis, Alexandra; Blomert, Leo In: ISSN: 0022-0663 ; Journal of Educational Psychology ; https://hal.archives-ouvertes.fr/hal-01440459 ; Journal of Educational Psychology, American Psychological Association, 2010, 102 (4), pp.827-842. ⟨10.1037/a0019465⟩ (2010) Abstract: International audience ; Although the transparency of a writing system is hypothesized to systematically influence the cognitive skills associated with reading development results of cross language investigations are inconsistent and usually do not address this issue in a developmental context We therefore investigated the cognitive dynamics of reading fluency of different word types in Grades 1-4 in three orthographies differing in degree of transparency (Hungarian Dutch and Portuguese) The overall results showed that the relative strength of the contributions of phonological awareness and rapid naming to word reading fluency shifted as a function of reading expertise The contribution of phonological awareness remained significant in all grades but decreased as a function of grade whereas the contribution of rapid naming increased Orthographic depth systematically modulated the strength of the cognitive contributions to reading but not the overall developmental pattern Together these results indicate that the cognitive development of reading skill is fairly universal (at least for alphabetic scripts) and that differences in orthographic depth will not recruit different cognitive processes but will mainly be expressed in rate of reading development Keyword: [SCCO.PSYC]Cognitive science/Psychology URL: https://doi.org/10.1037/a0019465 https://hal.archives-ouvertes.fr/hal-01440459 BASE Hide details 3 Exploring the Role of Low Level Visual Processing in Letter–Speech Sound Integration: A Visual MMN Study Froyen, Dries; van Atteveldt, Nienke; Blomert, Leo. - : Frontiers Research Foundation, 2010 BASE Show details 4 Deviant processing of letters and speech sounds as proximate cause of reading failure: a functional magnetic resonance imaging study of dyslexic children Blau, Vera; Reithler, Joel; van Atteveldt, Nienke. - : Oxford University Press, 2010 BASE Show details 5 Deviant processing of letters and speech sounds as proximate cause of reading failure: a functional magnetic resonance imaging study of dyslexic children Blau, Vera; Reithler, Joel; van Atteveldt, Nienke. - : Oxford University Press, 2010 BASE Show details

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