These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

212 related articles for article (PubMed ID: 10357872)

  • 41. Phonotactic knowledge and lexical-semantic processing in one-year-olds: brain responses to words and nonsense words in picture contexts.
    Friedrich M; Friederici AD
    J Cogn Neurosci; 2005 Nov; 17(11):1785-802. PubMed ID: 16269114
    [TBL] [Abstract][Full Text] [Related]  

  • 42. Do preschool children learn to read words from environmental prints?
    Zhao J; Zhao P; Weng X; Li S
    PLoS One; 2014; 9(1):e85745. PubMed ID: 24465677
    [TBL] [Abstract][Full Text] [Related]  

  • 43. Learning new word meanings from context: a study of eye movements.
    Chaffin R; Morris RK; Seely RE
    J Exp Psychol Learn Mem Cogn; 2001 Jan; 27(1):225-35. PubMed ID: 11204099
    [TBL] [Abstract][Full Text] [Related]  

  • 44. The relationship between knowing a word and reading it aloud in children's word reading development.
    Nation K; Cocksey J
    J Exp Child Psychol; 2009 Jul; 103(3):296-308. PubMed ID: 19410262
    [TBL] [Abstract][Full Text] [Related]  

  • 45. The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.
    Lervåg A; Bråten I; Hulme C
    Dev Psychol; 2009 May; 45(3):764-81. PubMed ID: 19413430
    [TBL] [Abstract][Full Text] [Related]  

  • 46. Learning to read in Williams syndrome: looking beneath the surface of atypical reading development.
    Laing E; Hulme C; Grant J; Karmiloff-Smith A
    J Child Psychol Psychiatry; 2001 Sep; 42(6):729-39. PubMed ID: 11583245
    [TBL] [Abstract][Full Text] [Related]  

  • 47. False recollection in children with reading comprehension difficulties.
    Weekes BS; Hamilton S; Oakhill JV; Holliday RE
    Cognition; 2008 Jan; 106(1):222-33. PubMed ID: 17349990
    [TBL] [Abstract][Full Text] [Related]  

  • 48. Word semantics is processed even without attentional effort.
    Relander K; Rämä P; Kujala T
    J Cogn Neurosci; 2009 Aug; 21(8):1511-22. PubMed ID: 18823236
    [TBL] [Abstract][Full Text] [Related]  

  • 49. The use of orthographic and phonological strategies for the decoding of words in children with developmental dyslexia and average readers.
    Martin F; Pratt C; Fraser J
    Dyslexia; 2000; 6(4):231-47. PubMed ID: 11129450
    [TBL] [Abstract][Full Text] [Related]  

  • 50. Automatic activation of phonology in silent reading is parallel: evidence from beginning and skilled readers.
    Alario FX; De Cara B; Ziegler JC
    J Exp Child Psychol; 2007 Jul; 97(3):205-19. PubMed ID: 17399735
    [TBL] [Abstract][Full Text] [Related]  

  • 51. Paired-associate learning, phoneme awareness, and learning to read.
    Hulme C; Goetz K; Gooch D; Adams J; Snowling MJ
    J Exp Child Psychol; 2007 Feb; 96(2):150-66. PubMed ID: 17145064
    [TBL] [Abstract][Full Text] [Related]  

  • 52. Input that contradicts young children's strategy for mapping novel words affects their phonological and semantic interpretation of other novel words.
    Jarvis LH; Merriman WE; Barnett M; Hanba J; Van Haitsma KS
    J Speech Lang Hear Res; 2004 Apr; 47(2):392-406. PubMed ID: 15157139
    [TBL] [Abstract][Full Text] [Related]  

  • 53. Developmental dyslexia: ERP correlates of anomalous phonological processing during spoken word recognition.
    Bonte ML; Blomert L
    Brain Res Cogn Brain Res; 2004 Nov; 21(3):360-76. PubMed ID: 15511652
    [TBL] [Abstract][Full Text] [Related]  

  • 54. Letter position information and printed word perception: the relative-position priming constraint.
    Grainger J; Granier JP; Farioli F; Van Assche E; van Heuven WJ
    J Exp Psychol Hum Percept Perform; 2006 Aug; 32(4):865-84. PubMed ID: 16846285
    [TBL] [Abstract][Full Text] [Related]  

  • 55. Orthographic learning via self-teaching in children learning to read English: effects of exposure, durability, and context.
    Nation K; Angell P; Castles A
    J Exp Child Psychol; 2007 Jan; 96(1):71-84. PubMed ID: 16904123
    [TBL] [Abstract][Full Text] [Related]  

  • 56. The temporal signatures of semantic and phonological activations for Chinese sublexical processing: an event-related potential study.
    Lee CY; Tsai JL; Huang HW; Hung DL; Tzeng OJ
    Brain Res; 2006 Nov; 1121(1):150-9. PubMed ID: 17011529
    [TBL] [Abstract][Full Text] [Related]  

  • 57. Phonological awareness and visual skills in learning to read Chinese and English.
    Huang HS; Hanley JR
    Cognition; 1995 Jan; 54(1):73-98. PubMed ID: 7851080
    [TBL] [Abstract][Full Text] [Related]  

  • 58. Orthographic analogies and phonological priming: a comment on Bowey, Vaughan, and Hansen (1998).
    Goswami U
    J Exp Child Psychol; 1999 Mar; 72(3):210-9. PubMed ID: 10047440
    [TBL] [Abstract][Full Text] [Related]  

  • 59. The Use of Phonological and Semantic Strategies in Written Word Learning Among Chinese Children With Dyslexia.
    Li Y; Hui Y; Li H; Liu X
    J Learn Disabil; 2022; 55(6):482-498. PubMed ID: 35193412
    [TBL] [Abstract][Full Text] [Related]  

  • 60. Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies.
    Caravolas M; Lervåg A; Defior S; Seidlová Málková G; Hulme C
    Psychol Sci; 2013 Aug; 24(8):1398-407. PubMed ID: 23744876
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 11.