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Cross-Language Studies of Learning to Read and Spell
The Nature of the Phonological Deficit Underlying Disorders of Spoken and Written Language
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Author(s):
Barbara Dodd
,
Gail Gillon
Publication date
(Print):
1997
Publisher:
Springer Netherlands
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Laboratory Phonology
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SYSTAT: the system for statistics
L. Wilkinson
,
Wilkinson L.
,
Wilkinson
…
(1992)
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Lindamood Auditory Conceptualization Test
Lindamood C.H.
,
C Lindamood
(1979)
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Neale Analysis of Reading Ability-Revised
Neale M.D.
,
M Neale
(1988)
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Book Chapter
Publication date (Print):
1997
Pages
: 53-70
DOI:
10.1007/978-94-017-1197-5_3
SO-VID:
8feaae53-1992-4151-b583-eefd7733bb86
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Book chapters
pp. 1
Relating Phonologic and Orthographic Processing to Learning to Read and Spell
pp. 31
Toward an Understanding of Phonological Awareness
pp. 53
The Nature of the Phonological Deficit Underlying Disorders of Spoken and Written Language
pp. 71
Case Studies of Dyslexia: Young Readers with Rapid Serial Naming Deficits
pp. 89
The Relationship of Central Auditory Processing Disorder and Learning Problems
pp. 103
Beginning Reading in Germany and the U.S.: A Comparison of Phonological Segmentation, Decoding, Lexical Access, and Comprehension
pp. 121
Word Recognition in English and German Dyslexics: A Direct Comparison
pp. 139
The Early Prediction of Reading and Spelling: Evidence from the Munich Longitudinal Study on the Genesis of Individual Competencies
pp. 161
Cultural Influences on Literacy Development
pp. 175
Strategies of Spelling and Reading of Young Children Learning German Orthography
pp. 195
Reading Development in Elementary School: Do Syllables Play a Role in Phonological Decoding?
pp. 213
How to get Friends in Beginning Word Recognition
pp. 235
Visual Processes in Word Recognition by Poor Readers: Relative Use of Visual, Phonological and Orthographic Cues
pp. 249
Reading and Spelling in Dutch First and Second Graders: Do They Use an Orthographic Strategy?
pp. 271
Measuring Word Identification Skills and Related Variables in Dutch Children
pp. 289
Early Language Development and Kindergarten Phonological Awareness as Predictors of Reading Problems: From 3 to 8 Years of Age
pp. 305
Spelling Development and Metalinguistic Training before School Entrance: The Effects of Different Metalinguistic Training on Spelling Development in First Grade
pp. 331
What can be Learned about Reading Acquisition in the Finnish Language
pp. 361
Phonological Awareness and Learning to Read Chinese
pp. 379
Paradigmatic Analysis of Chinese Word Reading: Research Findings and Classroom Practices
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