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 *

439 related articles for article (PubMed ID: 9149925)

  • 41. The cognitive and linguistic foundations of early reading development: a Norwegian latent variable longitudinal study.
    Lervåg A; Bråten I; Hulme C
    Dev Psychol; 2009 May; 45(3):764-81. PubMed ID: 19413430
    [TBL] [Abstract][Full Text] [Related]  

  • 42. Bidirectional relations between phonological awareness and letter knowledge in preschool revisited: A growth curve analysis of the relation between two code-related skills.
    Lerner MD; Lonigan CJ
    J Exp Child Psychol; 2016 Apr; 144():166-83. PubMed ID: 26745710
    [TBL] [Abstract][Full Text] [Related]  

  • 43. Reading-related abilities underlying phonological awareness: a cross-sectional study in children with and without dyslexia.
    Layes S; Lalonde R; Rebai M
    Logoped Phoniatr Vocol; 2021 Oct; 46(3):110-117. PubMed ID: 32508178
    [TBL] [Abstract][Full Text] [Related]  

  • 44. Oral communicating children using a cochlear implant: good reading outcomes are linked to better language and phonological processing abilities.
    von Muenster K; Baker E
    Int J Pediatr Otorhinolaryngol; 2014 Mar; 78(3):433-44. PubMed ID: 24434131
    [TBL] [Abstract][Full Text] [Related]  

  • 45. Preschool predictors of reading ability in the first year of schooling in children with ASD.
    Westerveld MF; Paynter J; O'Leary K; Trembath D
    Autism Res; 2018 Oct; 11(10):1332-1344. PubMed ID: 30145812
    [TBL] [Abstract][Full Text] [Related]  

  • 46. 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]  

  • 47. The relations between phonological processing abilities and emerging individual differences in mathematical computation skills: a longitudinal study from second to fifth grades.
    Hecht SA; Torgesen JK; Wagner RK; Rashotte CA
    J Exp Child Psychol; 2001 Jun; 79(2):192-227. PubMed ID: 11343408
    [TBL] [Abstract][Full Text] [Related]  

  • 48. Cognitive abilities underlying second-language vocabulary acquisition in an early second-language immersion education context: a longitudinal study.
    Nicolay AC; Poncelet M
    J Exp Child Psychol; 2013 Aug; 115(4):655-71. PubMed ID: 23708731
    [TBL] [Abstract][Full Text] [Related]  

  • 49. The relationship between phonological awareness and reading and spelling achievement eleven years later.
    MacDonald GW; Cornwall A
    J Learn Disabil; 1995 Oct; 28(8):523-7. PubMed ID: 7595043
    [TBL] [Abstract][Full Text] [Related]  

  • 50. An analysis of reading and spelling abilities of children using AAC: Understanding a continuum of competence.
    Dahlgren Sandberg A; Smith M; Larsson M
    Augment Altern Commun; 2010 Sep; 26(3):191-202. PubMed ID: 20874081
    [TBL] [Abstract][Full Text] [Related]  

  • 51. An event-related potential study of the relationship between N170 lateralization and phonological awareness in developing readers.
    Sacchi E; Laszlo S
    Neuropsychologia; 2016 Oct; 91():415-425. PubMed ID: 27614290
    [TBL] [Abstract][Full Text] [Related]  

  • 52. Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known?
    Ouellette G; Sénéchal M
    Dev Psychol; 2017 Jan; 53(1):77-88. PubMed ID: 27617354
    [TBL] [Abstract][Full Text] [Related]  

  • 53. Naming speed deficits in reading disability: multiple measures of a singular process.
    Bowers PG; Swanson LB
    J Exp Child Psychol; 1991 Apr; 51(2):195-219. PubMed ID: 2033360
    [TBL] [Abstract][Full Text] [Related]  

  • 54. Semantic and phonological coding in poor and normal readers.
    Vellutino FR; Scanlon DM; Spearing D
    J Exp Child Psychol; 1995 Feb; 59(1):76-123. PubMed ID: 7876770
    [TBL] [Abstract][Full Text] [Related]  

  • 55. Predicting individual differences in reading comprehension: a twin study.
    Harlaar N; Cutting L; Deater-Deckard K; Dethorne LS; Justice LM; Schatschneider C; Thompson LA; Petrill SA
    Ann Dyslexia; 2010 Dec; 60(2):265-88. PubMed ID: 20814768
    [TBL] [Abstract][Full Text] [Related]  

  • 56. The cross-linguistic transfer of early literacy skills: the role of initial L1 and L2 skills and language of instruction.
    Cárdenas-Hagan E; Carlson CD; Pollard-Durodola SD
    Lang Speech Hear Serv Sch; 2007 Jul; 38(3):249-59. PubMed ID: 17625051
    [TBL] [Abstract][Full Text] [Related]  

  • 57. Phonological awareness and visual skills in learning to read Chinese and English.
    Huang HS; Hanley JR
    Cognition; 1995 Jan; 54(1):73-98. PubMed ID: 7851080
    [TBL] [Abstract][Full Text] [Related]  

  • 58. Early preschool processing abilities predict subsequent reading outcomes in bilingual Spanish-Catalan children with Specific Language Impairment (SLI).
    Aguilar-Mediavilla E; Buil-Legaz L; Pérez-Castelló JA; Rigo-Carratalà E; Adrover-Roig D
    J Commun Disord; 2014; 50():19-35. PubMed ID: 24767985
    [TBL] [Abstract][Full Text] [Related]  

  • 59. 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]  

  • 60. Morphology and Spelling in French: A Comparison of At-Risk Readers and Typically Developing Children.
    Koh PW; Shakory S; Chen X; Deacon SH
    Dyslexia; 2017 Nov; 23(4):406-427. PubMed ID: 28914469
    [TBL] [Abstract][Full Text] [Related]  

    [Previous]   [Next]    [New Search]
    of 22.