668 related articles for article (PubMed ID: 8053269)
1. [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]
2. [Learning to read and write in compulsory education: a longitudinal study of the incidence and stability of reading and writing difficulties in a Vienna school district].
Klicpera C; Schabmann A; Gasteiger-Klicpera B
Z Kinder Jugendpsychiatr; 1993 Dec; 21(4):214-25. PubMed ID: 8147124
[TBL] [Abstract][Full Text] [Related]
3. [Incidence of emotional problems and behavioral difficulties in school and correlation with reading and writing disorders: results of a longitudinal study].
Klicpera C; Schabmann A
Prax Kinderpsychol Kinderpsychiatr; 1993 Dec; 42(10):358-63. PubMed ID: 8146090
[TBL] [Abstract][Full Text] [Related]
4. 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]
5. Phonological spelling errors among dyslexic children learning a transparent orthography: the case of Czech.
Caravolas M; Volín J
Dyslexia; 2001; 7(4):229-45. PubMed ID: 11881783
[TBL] [Abstract][Full Text] [Related]
6. Development of phonological and orthographic skill: a 2-year longitudinal study of dyslexic children.
Manis FR; Custodio R; Szeszulski PA
J Exp Child Psychol; 1993 Aug; 56(1):64-86. PubMed ID: 8366326
[TBL] [Abstract][Full Text] [Related]
7. Awareness of language in children who have reading difficulties: historical comparisons in a longitudinal study.
Bryant P; Nunes T; Bindman M
J Child Psychol Psychiatry; 1998 May; 39(4):501-10. PubMed ID: 9599778
[TBL] [Abstract][Full Text] [Related]
8. Perception of phonemic length and its relation to reading and spelling skills in children with family risk for dyslexia in the first three grades of school.
Pennala R; Eklund K; Hämäläinen J; Richardson U; Martin M; Leiwo M; Leppänen PH; Lyytinen H
J Speech Lang Hear Res; 2010 Jun; 53(3):710-24. PubMed ID: 20530384
[TBL] [Abstract][Full Text] [Related]
9. The improvement of reading skills of L1 and ESL children using a Response to Intervention (RtI) Model.
Lipka O; Siegel LS
Psicothema; 2010 Nov; 22(4):963-9. PubMed ID: 21044539
[TBL] [Abstract][Full Text] [Related]
10. 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]
11. Proofreading using an assistive software homophone tool: compensatory and remedial effects on the literacy skills of students with reading difficulties.
Lange AA; Mulhern G; Wylie J
J Learn Disabil; 2009; 42(4):322-35. PubMed ID: 19264928
[TBL] [Abstract][Full Text] [Related]
12. [Effects of computer-assisted practice on reading and spelling in children with learning disabilities].
Jiménez JE; Muñetón MA
Psicothema; 2010 Nov; 22(4):813-21. PubMed ID: 21044518
[TBL] [Abstract][Full Text] [Related]
13. [Perception of the problems of poor readers and spellers by parents; Pygmalion in the living room?].
Klicpera BG; Klicpera C; Schabmann A
Prax Kinderpsychol Kinderpsychiatr; 2001 Oct; 50(8):622-39. PubMed ID: 11721611
[TBL] [Abstract][Full Text] [Related]
14. Children at family risk of dyslexia: a follow-up in early adolescence.
Snowling MJ; Muter V; Carroll J
J Child Psychol Psychiatry; 2007 Jun; 48(6):609-18. PubMed ID: 17537077
[TBL] [Abstract][Full Text] [Related]
15. Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: evidence from Czech and English children.
Caravolas M; Volín J; Hulme C
J Exp Child Psychol; 2005 Oct; 92(2):107-39. PubMed ID: 16038927
[TBL] [Abstract][Full Text] [Related]
16. 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]
17. Parental literacy predicts children's literacy: a longitudinal family-risk study.
Torppa M; Eklund K; van Bergen E; Lyytinen H
Dyslexia; 2011 Nov; 17(4):339-55. PubMed ID: 22025422
[TBL] [Abstract][Full Text] [Related]
18. 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]
19. Predicting word decoding and word spelling development in children with Specific Language Impairment.
van Weerdenburg M; Verhoeven L; Bosman A; van Balkom H
J Commun Disord; 2011; 44(3):392-411. PubMed ID: 21251668
[TBL] [Abstract][Full Text] [Related]
20. [Development-dependent diagnosis in two children with a rare "combined disorder of school readiness" in accordance with ICD-10, F81.3].
Marcus A; Fritz-Stratmann A; Schmidt MH
Z Kinder Jugendpsychiatr; 1991 Jun; 19(2):92-8. PubMed ID: 1887694
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]
