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Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
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In: Lang Speech Hear Serv Sch (2020)
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Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning
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Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning
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Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9
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Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain
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Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections
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Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections.
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In: ISSN: 0338-2389 ; EISSN: 2425-2042 ; Pratiques : linguistique, littérature, didactique ; https://hal.archives-ouvertes.fr/hal-01473700 ; Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2016, 171-172, ⟨10.4000/pratiques.3175⟩ ; http://pratiques.revues.org/3175 (2016)
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Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults
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Effective Beginning Handwriting Instruction: Multi-modal, Consistent Format for 2 Years, and Linked to Spelling and Composing
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Relationships between Presence or Absence of ADHD and fMRI Connectivity Writing Tasks in Children with Dysgraphia
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Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills
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Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders
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Levels of Phonology Related to Reading and Writing in Middle Childhood
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Differences between Children with Dyslexia Who Are and Are Not Gifted in Verbal Reasoning
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Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1 to 9
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Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation
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Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7
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Replication of CNTNAP2 association with nonword repetition and support for FOXP2 association with timed reading and motor activities in a dyslexia family sample
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