747 related articles for article (PubMed ID: 1460383)
1. An evaluation of the discrepancy definition of dyslexia.
Siegel LS
J Learn Disabil; 1992 Dec; 25(10):618-29. PubMed ID: 1460383
[TBL] [Abstract][Full Text] [Related]
2. Working memory in children with reading disabilities.
Gathercole SE; Alloway TP; Willis C; Adams AM
J Exp Child Psychol; 2006 Mar; 93(3):265-81. PubMed ID: 16293261
[TBL] [Abstract][Full Text] [Related]
3. Phonological working memory in German children with poor reading and spelling abilities.
Steinbrink C; Klatte M
Dyslexia; 2008 Nov; 14(4):271-90. PubMed ID: 17979186
[TBL] [Abstract][Full Text] [Related]
4. [Does intelligence make a difference? Spelling and phonological readiness in specific and nonspecific reading/spelling disabilities].
Klicpera C; Klicpera BG
Z Kinder Jugendpsychiatr Psychother; 2001 Feb; 29(1):37-49. PubMed ID: 11234551
[TBL] [Abstract][Full Text] [Related]
5. 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]
6. Persistence of phonological processing deficits in college students with dyslexia who have age-appropriate reading skills.
Wilson AM; Lesaux NK
J Learn Disabil; 2001; 34(5):394-400. PubMed ID: 15503588
[TBL] [Abstract][Full Text] [Related]
7. Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?
Jiménez JE; del Rosario Ortiz M; Rodrigo M; Hernández-Valle I; Ramírez G; Estévez A; O'Shanahan I; de la Luz Trabaue M
J Learn Disabil; 2003; 36(1):34-47. PubMed ID: 15490890
[TBL] [Abstract][Full Text] [Related]
8. Toward a resolution of inconsistencies in the phonological deficit theory of reading disorders: phonological reading difficulties are more severe in high-IQ poor readers.
Johnston RS; Morrison M
J Learn Disabil; 2007; 40(1):66-79. PubMed ID: 17274548
[TBL] [Abstract][Full Text] [Related]
9. IQ of four-year-olds who go on to develop dyslexia.
van Bergen E; de Jong PF; Maassen B; Krikhaar E; Plakas A; van der Leij A
J Learn Disabil; 2014; 47(5):475-84. PubMed ID: 23492905
[TBL] [Abstract][Full Text] [Related]
10. Reading and spelling disabilities in children with and without a history of early language delay: a neuropsychological and linguistic study.
Chilosi AM; Brizzolara D; Lami L; Pizzoli C; Gasperini F; Pecini C; Cipriani P; Zoccolotti P
Child Neuropsychol; 2009 Nov; 15(6):582-604. PubMed ID: 19492202
[TBL] [Abstract][Full Text] [Related]
11. Persistence of dyslexia: the Connecticut Longitudinal Study at adolescence.
Shaywitz SE; Fletcher JM; Holahan JM; Shneider AE; Marchione KE; Stuebing KK; Francis DJ; Pugh KR; Shaywitz BA
Pediatrics; 1999 Dec; 104(6):1351-9. PubMed ID: 10585988
[TBL] [Abstract][Full Text] [Related]
12. 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]
13. A reading-level design study of phonological skills underlying fourth-grade children's word reading difficulties.
Bowey JA; Cain MT; Ryan SM
Child Dev; 1992 Aug; 63(4):999-1011. PubMed ID: 1505252
[TBL] [Abstract][Full Text] [Related]
14. Visual rapid naming and phonological abilities: different subtypes in dyslexic children.
Araújo S; Pacheco A; Faísca L; Petersson KM; Reis A
Int J Psychol; 2010 Dec; 45(6):443-52. PubMed ID: 22044084
[TBL] [Abstract][Full Text] [Related]
15. IQ is irrelevant to the definition of learning disabilities.
Siegel LS
J Learn Disabil; 1989 Oct; 22(8):469-78, 486. PubMed ID: 2794763
[TBL] [Abstract][Full Text] [Related]
16. Phonological processing skills in children with speech sound disorder: A multiple case study approach.
Tambyraja SR; Farquharson K; Justice LM
Int J Lang Commun Disord; 2023 Jan; 58(1):15-27. PubMed ID: 36039861
[TBL] [Abstract][Full Text] [Related]
17. Cognitive patterns of children with dyslexia: a comparison between groups with high and average nonverbal intelligence.
Das JP; Mishra RK; Kirby JR
J Learn Disabil; 1994 Apr; 27(4):235-42. PubMed ID: 8051504
[TBL] [Abstract][Full Text] [Related]
18. What do diagnostic test data tell us about differences in the profiles of children diagnosed with reading disability or language impairments?
Kim S; Lombardino LJ
J Commun Disord; 2013; 46(5-6):465-74. PubMed ID: 24239483
[TBL] [Abstract][Full Text] [Related]
19. Early preschool processing abilities predict subsequent reading outcomes in bilingual Spanish-Catalan children with Specific Language Impairment (SLI).
Aguilar-Mediavilla E; Buil-Legaz L; Pérez-Castelló JA; Rigo-Carratalà E; Adrover-Roig D
J Commun Disord; 2014; 50():19-35. PubMed ID: 24767985
[TBL] [Abstract][Full Text] [Related]
20. Visual and language processing deficits in compensated and uncompensated college students with dyslexia.
Birch S; Chase C
J Learn Disabil; 2004; 37(5):389-410. PubMed ID: 15460347
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
