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 *

330 related articles for article (PubMed ID: 25799530)

  • 21. Contribution of Linguistic Skills to Word Reading in DHH Students.
    Sun P; Zhao Y; Chen H; Wu X
    J Deaf Stud Deaf Educ; 2022 Aug; 27(3):269-282. PubMed ID: 35405012
    [TBL] [Abstract][Full Text] [Related]  

  • 22. The effects of a multilinguistic morphological awareness approach for improving language and literacy.
    Wolter JA; Dilworth V
    J Learn Disabil; 2014; 47(1):76-85. PubMed ID: 24306460
    [TBL] [Abstract][Full Text] [Related]  

  • 23. Differences in Growth Reading Patterns for at-Risk Spanish-Monolingual Children as a Function of a Tier 2 Intervention.
    Crespo P; Jiménez JE; Rodríguez C; Baker D; Park Y
    Span J Psychol; 2018 Mar; 21():E4. PubMed ID: 29521612
    [TBL] [Abstract][Full Text] [Related]  

  • 24. The Relationship Between Morphological Awareness and Reading Comprehension Among Chinese Children.
    Xie R; Zhang J; Wu X; Nguyen TP
    Front Psychol; 2019; 10():54. PubMed ID: 30774607
    [TBL] [Abstract][Full Text] [Related]  

  • 25. Affix Meaning Knowledge in First Through Third Grade Students.
    Apel K; Henbest VS
    Lang Speech Hear Serv Sch; 2016 Apr; 47(2):148-56. PubMed ID: 27096323
    [TBL] [Abstract][Full Text] [Related]  

  • 26. Contribution of temporal processing skills to reading comprehension in 8-year-olds: evidence for a mediation effect of phonological awareness.
    Malenfant N; Grondin S; Boivin M; Forget-Dubois N; Robaey P; Dionne G
    Child Dev; 2012; 83(4):1332-46. PubMed ID: 22591182
    [TBL] [Abstract][Full Text] [Related]  

  • 27. Morphological awareness intervention with kindergartners and first and second grade students from low SES homes: a small efficacy study.
    Apel K; Diehm E
    J Learn Disabil; 2014; 47(1):65-75. PubMed ID: 24191977
    [TBL] [Abstract][Full Text] [Related]  

  • 28. Cross-language Transfer of Metalinguistic Skills: Evidence from Spelling English Words by Korean Students in Grades 4, 5 and 6.
    Yeon S; Bae HS; Joshi RM
    Dyslexia; 2017 Nov; 23(4):428-448. PubMed ID: 28128884
    [TBL] [Abstract][Full Text] [Related]  

  • 29. Reading scripts that differ in orthographic transparency: a within-participant-and-language investigation of underlying skills.
    Bar-Kochva I; Breznitz Z
    J Exp Child Psychol; 2014 May; 121():12-27. PubMed ID: 24448518
    [TBL] [Abstract][Full Text] [Related]  

  • 30. What are the early indicators of persistent word reading difficulties among Chinese readers in elementary grades?
    Yeung PS; Ho CS; Chan DW; Chung KK
    Dyslexia; 2014 May; 20(2):119-45. PubMed ID: 24408732
    [TBL] [Abstract][Full Text] [Related]  

  • 31. Kindergarten Training in Phonological Awareness: Fluency and Comprehension Gains Are Greatest for Readers at Risk in Grades 1 Through 9.
    Kjeldsen AC; Educ L; Saarento-Zaprudin SK; Niemi PO
    J Learn Disabil; 2019; 52(5):366-382. PubMed ID: 31096857
    [TBL] [Abstract][Full Text] [Related]  

  • 32. The Structure of Oral Language and Reading and Their Relation to Comprehension in Kindergarten through Grade 2.
    Foorman BR; Herrera S; Petscher Y; Mitchell A; Truckenmiller A
    Read Writ; 2015 May; 28(5):655-681. PubMed ID: 27660395
    [TBL] [Abstract][Full Text] [Related]  

  • 33. The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek.
    Manolitsis G; Grigorakis I; Georgiou GK
    Front Psychol; 2017; 8():1793. PubMed ID: 29081759
    [TBL] [Abstract][Full Text] [Related]  

  • 34. Does repeated reading predict reading development over time? A study of children from Grade 3 to 4.
    Gellert AS
    Scand J Psychol; 2014 Aug; 55(4):303-10. PubMed ID: 24825172
    [TBL] [Abstract][Full Text] [Related]  

  • 35. Reading fluency as the bridge between decoding and reading comprehension in Chinese children.
    Hsu LS; Chan K; Ho CS
    Front Psychol; 2023; 14():1221396. PubMed ID: 37711329
    [TBL] [Abstract][Full Text] [Related]  

  • 36. Suprasegmental but not segmental phonological awareness matters in understanding bilingual reading comprehension difficulties in Chinese and English: a 3-year longitudinal study.
    Deng Q; Tong SX
    Ann Dyslexia; 2021 Apr; 71(1):150-169. PubMed ID: 33506377
    [TBL] [Abstract][Full Text] [Related]  

  • 37. Contribution of phonological and broader language skills to literacy.
    Fraser J; Conti-Ramsden G
    Int J Lang Commun Disord; 2008; 43(5):552-69. PubMed ID: 22612631
    [TBL] [Abstract][Full Text] [Related]  

  • 38. Early Reading Development in Chinese-speaking Children with Hearing Loss.
    Chan YC; Yang YJ
    J Deaf Stud Deaf Educ; 2018 Jan; 23(1):50-61. PubMed ID: 29036331
    [TBL] [Abstract][Full Text] [Related]  

  • 39. On the relationship between phonological awareness, morphological awareness and Chinese literacy skills: evidence from an 8-year longitudinal study.
    Pan J; Song S; Su M; McBride C; Liu H; Zhang Y; Li H; Shu H
    Dev Sci; 2016 Nov; 19(6):982-991. PubMed ID: 26537834
    [TBL] [Abstract][Full Text] [Related]  

  • 40. Predicting Reading Fluency in Chinese Deaf and Hard of Hearing Students: Contributions of Character Recognition, Expressive Vocabulary, and Syntactic Awareness.
    Zhao Y; Wu X
    Am Ann Deaf; 2022; 166(5):663-680. PubMed ID: 35431267
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 17.