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1
Do current connectionist learning models account for reading development in different languages?
In: Cognition. - Amsterdam [u.a] : Elsevier 91 (2004) 3, 273-296
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2
Learning to read : English in comparison to six more regular orthographies
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 24 (2003) 4, 621-635
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OLC Linguistik
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3
Phoneme awareness and pathways into literacy : a comparison of German and American children
In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 15 (2002) 7-8, 653-682
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4
Deficits in phoneme segmentation are not the core problem of dyslexia : evidence from German and English children
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 21 (2000) 2, 243-262
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5
Learning to spell : research, theory, and practice across languages
Berent, Iris (Mitarb.); Mousty, Philippe (Mitarb.); Frost, Ram (Mitarb.). - Mahwah, NJ [u.a.] : Erlbaum, 1997
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UB Frankfurt Linguistik
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6
The impact of orthographic consistency on dyslexia : a German-English comparison
In: Cognition. - Amsterdam [u.a] : Elsevier 63 (1997) 3, 315-334
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7
Writing systems, brain structures and languages : a neurolinguistic view
Cossu, Giuseppe (Mitarb.); Wimmer, Heinz (Mitarb.); Frith, Uta (Mitarb.)...
In: Writing development. - Amsterdam [u.a.] : Benjamins (1997), 241-291
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8
The influence of orthographic consistency on reading development : word recognition in English and German children
In: Cognition. - Amsterdam [u.a] : Elsevier 51 (1994) 1, 91-103
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9
The relationship of phonemic awareness to reading acquisition : move consequence than precondition but still important
In: Cognition. - Amsterdam [u.a] : Elsevier 40 (1991) 3, 219-249
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10
Processing of script deviations by young children
In: Discourse processes. - London [u.a.] : Routledge, Taylor and Francis Group 2 (1979) 4, 301-310
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