BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

106 related articles for article (PubMed ID: 12047058)

  • 1. Children's reading of words, pseudohomophones, and other nonwords.
    Laxon V; Masterson J; Gallagher A; Pay J
    Q J Exp Psychol A; 2002 Apr; 55(2):543-65. PubMed ID: 12047058
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Case-mixing effects on children's word recognition: lexical feedback and development.
    Mayall K
    Q J Exp Psychol A; 2002 Apr; 55(2):525-42. PubMed ID: 12047057
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Looks aren't everything: pseudohomophones prime words but nonwords do not.
    Huntsman LA
    J Psycholinguist Res; 2007 Jan; 36(1):47-63. PubMed ID: 17221320
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Semantic involvement in reading aloud: evidence from a nonword training study.
    McKay A; Davis C; Savage G; Castles A
    J Exp Psychol Learn Mem Cogn; 2008 Nov; 34(6):1495-517. PubMed ID: 18980410
    [TBL] [Abstract][Full Text] [Related]  

  • 5. The nonword reading deficit in developmental dyslexia: evidence from children learning to read German.
    Wimmer H
    J Exp Child Psychol; 1996 Feb; 61(1):80-90. PubMed ID: 8812031
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Nonword naming: further exploration of the pseudohomophone effect in terms of orthographic neighborhood size, graphemic changes, spelling-sound consistency, and reader accuracy.
    Laxon V; Masterson J; Pool M; Keating C
    J Exp Psychol Learn Mem Cogn; 1992 Jul; 18(4):730-48. PubMed ID: 1385613
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Reading aloud pseudohomophones in Italian: always an advantage.
    Peressotti F; Colombo L
    Mem Cognit; 2012 Apr; 40(3):466-82. PubMed ID: 22131251
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Strategic effects in associative priming with words, homophones, and pseudohomophones.
    Drieghe D; Brysbaert M
    J Exp Psychol Learn Mem Cogn; 2002 Sep; 28(5):951-61. PubMed ID: 12219801
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Is a "Phoenician" reading style superior to a "Chinese" reading style? Evidence from fourth graders.
    Bowey JA
    J Exp Child Psychol; 2008 Jul; 100(3):186-214. PubMed ID: 18054365
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Reading aloud: spelling-sound translation uses central attention.
    O'Malley S; Reynolds MG; Stolz JA; Besner D
    J Exp Psychol Learn Mem Cogn; 2008 Mar; 34(2):422-9. PubMed ID: 18315417
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Learning to read and spell in Persian: a cross-sectional study from Grades 1 to 4.
    Rahbari N; Sénéchal M
    Dev Psychol; 2010 Nov; 46(6):1514-27. PubMed ID: 20677856
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Verification of nonwords: The baseword frequency effect in children's pseudohomophone reading.
    Tiffin-Richards SP; Schroeder S
    Psychon Bull Rev; 2018 Dec; 25(6):2289-2294. PubMed ID: 29330681
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Inferring sublexical correspondences from sight vocabulary: evidence from 6- and 7-year-olds.
    Stuart M; Masterson J; Dixon M; Quinlan P
    Q J Exp Psychol A; 1999 May; 52(2):353-66. PubMed ID: 10371874
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Long-term knowledge effects on serial recall of nonwords are not exclusively lexical.
    Thorn AS; Frankish CR
    J Exp Psychol Learn Mem Cogn; 2005 Jul; 31(4):729-35. PubMed ID: 16060776
    [TBL] [Abstract][Full Text] [Related]  

  • 15. On the joint effects of stimulus quality, regularity, and lexicality when reading aloud: new challenges.
    Besner D; O'Malley S; Robidoux S
    J Exp Psychol Learn Mem Cogn; 2010 May; 36(3):750-64. PubMed ID: 20438270
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Lexical stress, frequency, and stress neighbourhood effects in the early stages of Italian reading development.
    Sulpizio S; Colombo L
    Q J Exp Psychol (Hove); 2013; 66(10):2073-84. PubMed ID: 23590549
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Not all nonwords are alike: implications for reading development and theory.
    Treiman R; Goswami U; Bruck M
    Mem Cognit; 1990 Nov; 18(6):559-67. PubMed ID: 2266857
    [TBL] [Abstract][Full Text] [Related]  

  • 18. A prosodically controlled word and nonword repetition task for 2- to 4-year-olds: evidence from typically developing children.
    Roy P; Chiat S
    J Speech Lang Hear Res; 2004 Feb; 47(1):223-34. PubMed ID: 15072541
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Basic processes in reading: a critical review of pseudohomophone effects in reading aloud and a new computational account.
    Reynolds M; Besner D
    Psychon Bull Rev; 2005 Aug; 12(4):622-46. PubMed ID: 16447376
    [TBL] [Abstract][Full Text] [Related]  

  • 20. The cross-script length effect: further evidence challenging PDP models of reading aloud.
    Rastle K; Havelka J; Wydell TN; Coltheart M; Besner D
    J Exp Psychol Learn Mem Cogn; 2009 Jan; 35(1):238-46. PubMed ID: 19210093
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 6.