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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 – 6 of 6 1 Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction Lindsey, Kim A.; Nakamoto, Jonathan; Manis, Franklin R. In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 2, 537-567 BLLDB OLC Linguistik Show details 2 A longitudinal analysis of English language learners' word decoding and reading comprehension Lindsey, Kim A.; Nakamoto, Jonathan; Manis, Franklin R. In: Reading and writing. - New York, NY : Springer Science+Business Media 20 (2007) 7, 691-719 BLLDB OLC Linguistik Show details 3 Assessing preschoolers' emergent literacy skills in English and Spanish with the "Get Ready to Read!" screening tool Farver, JoAnn M.; Nakamoto, Jonathan; Lonigan, Christopher J. In: Annals of dyslexia. - Boston, Mass. : Springer 57 (2007) 2, 161-178 BLLDB Show details 4 WPP, No. 105: Auditory Word Identification in Dyslexic and Normally Achieving Readers Bruno, Jennifer L.; Manis, Frank; Keating, Patricia; Sperling, Anne J.; Nakamoto, Jonathan; Seidenberg, Mark S. In: Bruno, Jennifer L.; Manis, Frank; Keating, Patricia; Sperling, Anne J.; Nakamoto, Jonathan; & Seidenberg, Mark S.(2007). WPP, No. 105: Auditory Word Identification in Dyslexic and Normally Achieving Readers. Department of Linguistics, UCLA, 105, 92 - 117. UCLA: Department of Linguistics, UCLA. Retrieved from: http://www.escholarship.org/uc/item/7qm1374n (2007) Abstract: The integrity of phonological representation/processing in dyslexic children was explored with a gating task in which children listened to successively longer segments (gates) of a word. At each gate, the task was to decide what the entire word was. Responses were scored for overall accuracy, as well as the child’s sensitivity to coarticulation from the final consonant. As a group, dyslexic children were less able than normally achieving readers to detect coarticulation present in the vowel portion of the word, and primarily on the most difficult items, those ending in a nasal sound. Hierarchical regression and path analyses indicated that phonological awareness mediated the relationship of gating and general language ability to word and pseudoword reading ability. URL: http://www.escholarship.org/uc/item/7qm1374n BASE Hide details 5 Auditory word identification in dyslexic and normally achieving readers Bruno, Jennifer L.; Manis, Franklin R.; Keating, Patricia... In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 97 (2007) 3, 183-204 BLLDB Show details 6 Auditory word identification in dyslexic and normally achieving readers Bruno, Jennifer L.; Manis, Franklin R.; Keating, Patricia. - 2007 BASE Show details

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