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Journal Abstract Search

213 related items for PubMed ID: 23338977

  • 1. Computer-assisted interventions targeting reading skills of children with reading disabilities - a longitudinal study.
    Fälth L, Gustafson S, Tjus T, Heimann M, Svensson I.
    Dyslexia; 2013 Feb; 19(1):37-53. PubMed ID: 23338977
    [Abstract] [Full Text] [Related]

  • 2. 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 Feb; 44(2):123-35. PubMed ID: 21383105
    [Abstract] [Full Text] [Related]

  • 3. 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
    [Abstract] [Full Text] [Related]

  • 4. The development of word recognition, sentence comprehension, word spelling, and vocabulary in children with deafness: a longitudinal study.
    Colin S, Leybaert J, Ecalle J, Magnan A.
    Res Dev Disabil; 2013 May; 34(5):1781-93. PubMed ID: 23500170
    [Abstract] [Full Text] [Related]

  • 5. A reading-level design study of phonological skills underlying fourth-grade children's word reading difficulties.
    Bowey JA, Cain MT, Ryan SM.
    Child Dev; 1992 Aug; 63(4):999-1011. PubMed ID: 1505252
    [Abstract] [Full Text] [Related]

  • 6. Benefits of computer-presented speed training for poor readers.
    Irausquin RS, Drent J, Verhoeven L.
    Ann Dyslexia; 2005 Dec; 55(2):246-65. PubMed ID: 17849195
    [Abstract] [Full Text] [Related]

  • 7. Computerized trainings in four groups of struggling readers: Specific effects on word reading and comprehension.
    Potocki A, Magnan A, Ecalle J.
    Res Dev Disabil; 2015 Dec; 45-46():83-92. PubMed ID: 26233762
    [Abstract] [Full Text] [Related]

  • 8. 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
    [Abstract] [Full Text] [Related]

  • 9. Do the effects of computer-assisted practice differ for children with reading disabilities with and without IQ-achievement discrepancy?
    Jiménez JE, del Rosario Ortiz M, Rodrigo M, Hernández-Valle I, Ramírez G, Estévez A, O'Shanahan I, de la Luz Trabaue M.
    J Learn Disabil; 2003 Nov; 36(1):34-47. PubMed ID: 15490890
    [Abstract] [Full Text] [Related]

  • 10. Phonological skills and their role in learning to read: a meta-analytic review.
    Melby-Lervåg M, Lyster SA, Hulme C.
    Psychol Bull; 2012 Mar; 138(2):322-52. PubMed ID: 22250824
    [Abstract] [Full Text] [Related]

  • 11. Individual differences in contextual facilitation: evidence from dyslexia and poor reading comprehension.
    Nation K, Snowling MJ.
    Child Dev; 1998 Aug; 69(4):996-1011. PubMed ID: 9768483
    [Abstract] [Full Text] [Related]

  • 12. 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
    [Abstract] [Full Text] [Related]

  • 13. 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
    [Abstract] [Full Text] [Related]

  • 14. [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
    [Abstract] [Full Text] [Related]

  • 15. A computerized treatment of dyslexia: benefits from treating lexico-phonological processing problems.
    Tijms J, Hoeks J.
    Dyslexia; 2005 Feb; 11(1):22-40. PubMed ID: 15747805
    [Abstract] [Full Text] [Related]

  • 16. Training reading fluency among poor readers of German: many ways to the goal.
    Huemer S, Landerl K, Aro M, Lyytinen H.
    Ann Dyslexia; 2008 Dec; 58(2):115-37. PubMed ID: 18777137
    [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
    [Abstract] [Full Text] [Related]

  • 18. Nonword repetition: the relative contributions of phonological short-term memory and phonological representations in children with language and reading impairment.
    Rispens J, Baker A.
    J Speech Lang Hear Res; 2012 Jun; 55(3):683-94. PubMed ID: 22223893
    [Abstract] [Full Text] [Related]

  • 19. 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
    [Abstract] [Full Text] [Related]

  • 20. Cognitive correlates of mathematical achievement in children with cerebral palsy and typically developing children.
    Jenks KM, van Lieshout EC, de Moor JM.
    Br J Educ Psychol; 2012 Mar; 82(Pt 1):120-35. PubMed ID: 22429061
    [Abstract] [Full Text] [Related]

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