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Abstraction in action: K-5 teachers' uses of levels of abstraction, particularly the design level, in teaching programming
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Uncoupling of reading and IQ over time: empirical evidence for a definition of dyslexia
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In: http://www.nwlincs.org/mtlincs/opi/reading/Shaywitz IQ and Dyslexia Uncoupled.pdf (2010)
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Neural systems for compensation and persistence: Young adult outcome of childhood reading disability
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In: http://dyslexia.yale.edu/cls_2003.pdf (2003)
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Disruption of posterior brain systems for reading in children with developmental dyslexia
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In: http://dyslexia.yale.edu/Child_Dys_Biol_Psych_2002.pdf (2002)
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www.elsevier.com/locate/artint A unifying semantics for time and events
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In: http://www.comp.leeds.ac.uk/qsr/pub/AIJ_Bennett_Galton_VEL.pdf (2001)
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Functional neuroimaging studies of reading and reading disability (developmental dyslexia).Mental Retardation and Developmental Disabilities Research Reviews
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In: http://www.haskins.yale.edu/Reprints/HL1180.pdf (2000)
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