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 *

159 related articles for article (PubMed ID: 7844481)

  • 1. Early identification and remediation of phonological-processing deficits in first-grade children at risk for reading disabilities.
    Hurford DP; Johnston M; Nepote P; Hampton S; Moore S; Neal J; Mueller A; McGeorge K; Huff L; Awad A
    J Learn Disabil; 1994 Dec; 27(10):647-59. PubMed ID: 7844481
    [TBL] [Abstract][Full Text] [Related]  

  • 2. An examination of phonemic processing abilities in children during their first-grade year.
    Hurford DP; Darrow LJ; Edwards TL; Howerton CJ; Mote CR; Schauf JD; Coffey P
    J Learn Disabil; 1993 Mar; 26(3):167-77. PubMed ID: 8486994
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Early identification of children at risk for reading disabilities.
    Hurford DP; Schauf JD; Bunce L; Blaich T; Moore K
    J Learn Disabil; 1994; 27(6):371-82. PubMed ID: 8051510
    [TBL] [Abstract][Full Text] [Related]  

  • 4. [Prevention of dyslexia – short-term and intermediate effects of promoting phonological awareness and letter-sound correspondence with at-risk preschool children].
    Höse A; Wyschkon A; Moraske S; Eggeling M; Quandte S; Kohn J; Poltz N; von Aster M; Esser G
    Z Kinder Jugendpsychiatr Psychother; 2016 Sep; 44(5):377-393. PubMed ID: 27356674
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities.
    Schiff R; Schwartz-Nahshon S; Nagar R
    Ann Dyslexia; 2011 Jun; 61(1):44-63. PubMed ID: 20927619
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Cognitive and familial risk evidence converged: A data-driven identification of distinct and homogeneous subtypes within the heterogeneous sample of reading disabled children.
    Willems G; Jansma B; Blomert L; Vaessen A
    Res Dev Disabil; 2016; 53-54():213-31. PubMed ID: 26922163
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Individual differences in gains from computer-assisted remedial reading.
    Wise BW; Ring J; Olson RK
    J Exp Child Psychol; 2000 Nov; 77(3):197-235. PubMed ID: 11023657
    [TBL] [Abstract][Full Text] [Related]  

  • 8. [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]  

  • 9. [Performance of school children with specific reading disabilities in a remediation program].
    Capellini SA; Padula NA; Ciasca SM
    Pro Fono; 2004; 16(3):261-74. PubMed ID: 15609581
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Effects of instruction on the decoding skills of children with phonological-processing problems.
    Felton RH
    J Learn Disabil; 1993 Nov; 26(9):583-9. PubMed ID: 8283124
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Cognitive processing skills and developmental dyslexia in Chinese.
    Wang X; Georgiou GK; Das JP; Li Q
    J Learn Disabil; 2012; 45(6):526-37. PubMed ID: 21490169
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Effects of three interventions on the reading skills of children with reading disabilities in grade 2.
    Gustafson S; Fälth L; Svensson I; Tjus T; Heimann M
    J Learn Disabil; 2011; 44(2):123-35. PubMed ID: 21383105
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.
    Bowyer-Crane C; Snowling MJ; Duff FJ; Fieldsend E; Carroll JM; Miles J; Götz K; Hulme C
    J Child Psychol Psychiatry; 2008 Apr; 49(4):422-32. PubMed ID: 18081756
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Dyslexia: a new synergy between education and cognitive neuroscience.
    Gabrieli JD
    Science; 2009 Jul; 325(5938):280-3. PubMed ID: 19608907
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Relationships among cognitive deficits and component skills of reading in younger and older students with developmental dyslexia.
    Park H; Lombardino LJ
    Res Dev Disabil; 2013 Sep; 34(9):2946-58. PubMed ID: 23816630
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.
    Hatcher PJ; Hulme C; Miles JN; Carroll JM; Hatcher J; Gibbs S; Smith G; Bowyer-Crane C; Snowling MJ
    J Child Psychol Psychiatry; 2006 Aug; 47(8):820-7. PubMed ID: 16898996
    [TBL] [Abstract][Full Text] [Related]  

  • 17. 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]  

  • 18. Predicting response to early reading intervention from verbal IQ, reading-related language abilities, attention ratings, and verbal IQ-word reading discrepancy: failure to validate discrepancy method.
    Stage SA; Abbott RD; Jenkins JR; Berninger VW
    J Learn Disabil; 2003; 36(1):24-33. PubMed ID: 15490889
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Subtyping of children with developmental dyslexia via bootstrap aggregated clustering and the gap statistic: comparison with the double-deficit hypothesis.
    King WM; Giess SA; Lombardino LJ
    Int J Lang Commun Disord; 2007; 42(1):77-95. PubMed ID: 17365087
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Evaluation of children with reading difficulties.
    Hamilton SS; Glascoe FP
    Am Fam Physician; 2006 Dec; 74(12):2079-84. PubMed ID: 17186715
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 8.