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 *

49 related articles for article (PubMed ID: 7240932)

  • 1. A study of the relationship between speed of retrieval of verbal information and patterns of oral reading errors.
    Blumenthal SH
    J Learn Disabil; 1980 Dec; 13(10):568-70. PubMed ID: 7240932
    [No Abstract]   [Full Text] [Related]  

  • 2. [What are the differences between average readings with writing difficulties and children with reading and writing difficulties? Follow-up, kind of writing errors and learning prerequisites].
    Klicpera C; Gasteiger-Klicpera B; Schabmann A
    Z Kinder Jugendpsychiatr; 1994 Jun; 22(2):87-96. PubMed ID: 8053269
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Reading retardation and reversal tendency: a factorial study.
    Lyle JG
    Child Dev; 1969 Sep; 40(3):833-43. PubMed ID: 5810531
    [No Abstract]   [Full Text] [Related]  

  • 4. Effects of response and trial repetition on sight-word training for students with learning disabilities.
    Belfiore PJ; Skinner CH; Ferkis MA
    J Appl Behav Anal; 1995; 28(3):347-8. PubMed ID: 7592153
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Pseudoname learning by German-speaking children with dyslexia: evidence for a phonological learning deficit.
    Mayringer H; Wimmer H
    J Exp Child Psychol; 2000 Feb; 75(2):116-33. PubMed ID: 10620376
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Learning disabled students' performance on visual and auditory spelling tests.
    Ferre L; Ferre V
    Percept Mot Skills; 1989 Feb; 68(1):114. PubMed ID: 2928032
    [No Abstract]   [Full Text] [Related]  

  • 7. Influence of auditory-verbal, visual-verbal, visual, and visual-visual processing speed on reading and spelling at the end of Grade 1.
    Plaza M; Cohen H
    Brain Cogn; 2005 Mar; 57(2):189-94. PubMed ID: 15708215
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Brief experimental analysis of stimulus prompts for accurate responding on academic tasks in an outpatient clinic.
    McComas JJ; Wacker DP; Cooper LJ; Asmus JM; Richman D; Stoner B
    J Appl Behav Anal; 1996; 29(3):397-401. PubMed ID: 8926227
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Use of assisted reading to increase correct reading rates and decrease error rates of students with learning disabilities.
    Gilbert LM; Williams RL; McLaughlin TF
    J Appl Behav Anal; 1996; 29(2):255-7. PubMed ID: 8682743
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Naming problems do not reflect a second independent core deficit in dyslexia: double deficits explored.
    Vaessen A; Gerretsen P; Blomert L
    J Exp Child Psychol; 2009 Jun; 103(2):202-21. PubMed ID: 19278686
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Relations between the Test of Variables of Attention (TOVA) and the Children's Memory Scale (CMS).
    Riccio CA; Garland BH; Cohen MJ
    J Atten Disord; 2007 Sep; 11(2):167-71. PubMed ID: 17494832
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Analogical problem solving in children with verbal and nonverbal learning disabilities.
    Schiff R; Bauminger N; Toledo I
    J Learn Disabil; 2009; 42(1):3-13. PubMed ID: 19103796
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Identifying valid measures of reading.
    Deno SL; Mirkin PK; Chiang B
    Except Child; 1982 Sep; 49(1):36-45. PubMed ID: 7140791
    [No Abstract]   [Full Text] [Related]  

  • 14. The prevalence of reading and spelling difficulties among inmates of institutions for compulsory care of juvenile delinquents.
    Svensson I; Lundberg I; Jacobson C
    Dyslexia; 2001; 7(2):62-76. PubMed ID: 11383304
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Learning-disabled readers' working memory as a function of processing demands.
    Swanson HL; Ashbaker MH; Lee C
    J Exp Child Psychol; 1996 Apr; 61(3):242-75. PubMed ID: 8636666
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Oral language and code-related precursors to reading: evidence from a longitudinal structural model.
    Storch SA; Whitehurst GJ
    Dev Psychol; 2002 Nov; 38(6):934-47. PubMed ID: 12428705
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Reading abilities and cognitive functions of children with epilepsy: influence of epileptic syndrome.
    Chaix Y; Laguitton V; Lauwers-Cancès V; Daquin G; Cancès C; Démonet JF; Villeneuve N
    Brain Dev; 2006 Mar; 28(2):122-30. PubMed ID: 16176865
    [TBL] [Abstract][Full Text] [Related]  

  • 18. 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]  

  • 19. Specificity and characteristics of learning disabilities.
    Eisenmajer N; Ross N; Pratt C
    J Child Psychol Psychiatry; 2005 Oct; 46(10):1108-15. PubMed ID: 16178935
    [TBL] [Abstract][Full Text] [Related]  

  • 20. [The Marburg parent-child spelling training].
    Schulte-Körne G; Schäfer J; Deimel W; Remschmidt H
    Z Kinder Jugendpsychiatr Psychother; 1997 Aug; 25(3):151-9. PubMed ID: 9459704
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 3.