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The Clock Counts – Length Effects in English Dyslexic Readers
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I Survived Hopscotch Hill A Collection of Nonfiction Essay About Homeschooling
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In: Honors Program Theses and Projects (2019)
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A mesial-to-lateral dissociation for orthographic processing in the visual cortex
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In: ISSN: 0027-8424 ; EISSN: 1091-6490 ; Proceedings of the National Academy of Sciences of the United States of America ; https://hal.sorbonne-universite.fr/hal-02352101 ; Proceedings of the National Academy of Sciences of the United States of America , National Academy of Sciences, 2019, 116 (43), pp.21936-21946. ⟨10.1073/pnas.1904184116⟩ (2019)
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The influence of word frequency on word reading speed when individuals with macular diseases read text
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In: ISSN: 0042-6989 ; EISSN: 0042-6989 ; Vision Research ; https://hal.archives-ouvertes.fr/hal-02360849 ; Vision Research, Elsevier, 2019, 155, pp.1-10. ⟨10.1016/j.visres.2018.12.002⟩ (2019)
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Spoken language coding neurons in the Visual Word Form Area: Evidence from a TMS adaptation paradigm
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In: ISSN: 1053-8119 ; EISSN: 1095-9572 ; NeuroImage ; https://hal.archives-ouvertes.fr/hal-01925708 ; NeuroImage, Elsevier, 2019, 186, pp.278 - 285. ⟨10.1016/j.neuroimage.2018.11.014⟩ (2019)
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Modeling the length effect for words in lexical decision: The role of visual attention
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In: ISSN: 0042-6989 ; EISSN: 0042-6989 ; Vision Research ; https://hal.archives-ouvertes.fr/hal-02097508 ; Vision Research, Elsevier, 2019 (2019)
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The Result of Enhancing the Value of Careful Reading on Reading Achievement in Fourth Graders
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Strong Readers’ Beginnings: Identifying the Agencies and Individuals Who Influence Reading Lives
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Effects of Teaching Text Structure in Science Text Reading: A Study Among Chinese Middle School Students
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Acquisition of Reading and Intellectual Development Disorder
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In: ISSN: 0090-6905 ; EISSN: 1573-6555 ; Journal of Psycholinguistic Research ; https://hal.univ-rennes2.fr/hal-02001692 ; Journal of Psycholinguistic Research, Springer Verlag, 2019, pp.1-32 ; https://link.springer.com/article/10.1007%2Fs10936-018-9620-5 (2019)
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Perceptual features predict word frequency asymmetry across modalities.
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In: Attention, perception & psychophysics, vol 81, iss 4 (2019)
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A new argument for co-active parses during language comprehension.
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In: Journal of experimental psychology. Learning, memory, and cognition, vol 45, iss 7 (2019)
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Modeling the Variability of Developmental Dyslexia
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In: Developmental Dyslexia across Languages and Writing Systems ; https://hal-amu.archives-ouvertes.fr/hal-02308934 ; Developmental Dyslexia across Languages and Writing Systems, Cambridge University Press, pp.350-371, 2019, ⟨10.1017/9781108553377.016⟩ (2019)
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Reading without spaces revisited: The role of word identification and sentence-level constraints
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In: ISSN: 0001-6918 ; EISSN: 1873-6297 ; Acta Psychologica ; https://hal-amu.archives-ouvertes.fr/hal-02138873 ; Acta Psychologica, Elsevier, 2019, 195, pp.22-29. ⟨10.1016/j.actpsy.2019.03.001⟩ (2019)
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Remapping the cognitive and neural profiles of children who struggle at school. ...
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What primary teachers need to know about the relationship between oral language development and reading to put in place effective reading teaching practices ...
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Effects of Written Only, Auditory Only, and Combined Written and Auditory Modalities on Comprehension for People with Aphasia
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1554758845197852 (2019)
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Beyond the global motion deficit hypothesis of developmental dyslexia: a cross-sectional study of visual, cognitive, and socio-economic factors influencing reading ability in children
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