1 |
Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood
|
|
|
|
In: ISSN: 0829-5735 ; Canadian Journal of School Psychology ; https://hal.archives-ouvertes.fr/hal-03160752 ; Canadian Journal of School Psychology, SAGE Publications, 2016, 31 (4), pp.305-321. ⟨10.1177/0829573516640336⟩ (2016)
|
|
BASE
|
|
Show details
|
|
3 |
Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Effects of Instruction in Morphological Awareness on Literacy Achievement: An Integrative Review
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Reproducibility of Proton MR Spectroscopic Imaging (PEPSI): Comparison of Dyslexic and Normal-Reading Children and Effects of Treatment on Brain Lactate Levels during Language Tasks
|
|
|
|
In: AJNR Am J Neuroradiol (2002)
|
|
BASE
|
|
Show details
|
|
|
|