BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

589 related articles for article (PubMed ID: 21316064)

  • 1. Letter names and phonological awareness help children to learn letter-sound relations.
    Cardoso-Martins C; Mesquita TC; Ehri L
    J Exp Child Psychol; 2011 May; 109(1):25-38. PubMed ID: 21316064
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Knowing letter names and learning letter sounds: a causal connection.
    Share DL
    J Exp Child Psychol; 2004 Jul; 88(3):213-33. PubMed ID: 15203298
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Phonological awareness and the use of phonological similarity in letter-sound learning.
    de Jong PF
    J Exp Child Psychol; 2007 Nov; 98(3):131-52. PubMed ID: 17692331
    [TBL] [Abstract][Full Text] [Related]  

  • 4. The genesis of reading ability: what helps children learn letter-sound correspondences?
    Castles A; Coltheart M; Wilson K; Valpied J; Wedgwood J
    J Exp Child Psychol; 2009 Sep; 104(1):68-88. PubMed ID: 19268301
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Learning of letter names and sounds and their contribution to word recognition.
    Levin I; Shatil-Carmon S; Asif-Rave O
    J Exp Child Psychol; 2006 Feb; 93(2):139-65. PubMed ID: 16249004
    [TBL] [Abstract][Full Text] [Related]  

  • 6. The role of Hebrew letter names in early literacy: the case of multiphonemic acrophonic names.
    Levin I
    J Exp Child Psychol; 2007 Dec; 98(4):193-216. PubMed ID: 17949738
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Phonological and semantic processes influence beginning readers' ability to learn to read words.
    Laing E; Hulme C
    J Exp Child Psychol; 1999 Jul; 73(3):183-207. PubMed ID: 10357872
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Which children benefit from letter names in learning letter sounds?
    Treiman R; Pennington BF; Shriberg LD; Boada R
    Cognition; 2008 Mar; 106(3):1322-38. PubMed ID: 17692304
    [TBL] [Abstract][Full Text] [Related]  

  • 9. What's in a name: Children's knowledge about the letters in their own names.
    Treiman R; Broderick V
    J Exp Child Psychol; 1998 Aug; 70(2):97-116. PubMed ID: 9729451
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Word-learning performance in beginning readers.
    Nilsen E; Bourassa D
    Can J Exp Psychol; 2008 Jun; 62(2):110-6. PubMed ID: 18572988
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Alphabetic skills in preschool: a preliminary study of letter naming and letter writing.
    Molfese VJ; Beswick J; Molnar A; Jacobi-Vessels J
    Dev Neuropsychol; 2006; 29(1):5-19. PubMed ID: 16390286
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Is there a causal link from a phonological awareness deficit to reading failure in children at familial risk for dyslexia?
    Blomert L; Willems G
    Dyslexia; 2010 Nov; 16(4):300-17. PubMed ID: 20957685
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Vowels, syllables, and letter names: differences between young children's spelling in English and Portuguese.
    Pollo TC; Kessler B; Treiman R
    J Exp Child Psychol; 2005 Oct; 92(2):161-81. PubMed ID: 16214500
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Kindergarten letter knowledge, phonological skills, and memory processes: relative effects on early literacy.
    Näslund JC; Schneider W
    J Exp Child Psychol; 1996 Jun; 62(1):30-59. PubMed ID: 8683184
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Learning letter names and sounds: effects of instruction, letter type, and phonological processing skill.
    Piasta SB; Wagner RK
    J Exp Child Psychol; 2010 Apr; 105(4):324-44. PubMed ID: 20097352
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Low intensity phonological awareness training in a preschool classroom for children with communication impairments.
    Laing SP; Espeland W
    J Commun Disord; 2005; 38(1):65-82. PubMed ID: 15475014
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Integrated pictorial mnemonics and stimulus fading: Teaching kindergartners letter sounds.
    de Graaff S; Verhoeven L; Bosman AM; Hasselman F
    Br J Educ Psychol; 2007 Sep; 77(Pt 3):519-39. PubMed ID: 17908373
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Early orthographic influences on phonemic awareness tasks: evidence from a preschool training study.
    Castles A; Wilson K; Coltheart M
    J Exp Child Psychol; 2011 Jan; 108(1):203-10. PubMed ID: 20739028
    [TBL] [Abstract][Full Text] [Related]  

  • 19. 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]  

  • 20. Evidence for a specific cross-modal association deficit in dyslexia: an electrophysiological study of letter-speech sound processing.
    Froyen D; Willems G; Blomert L
    Dev Sci; 2011 Jul; 14(4):635-48. PubMed ID: 21676085
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 30.