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Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
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In: Lang Speech Hear Serv Sch (2020)
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Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning
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Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning
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Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9
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Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain
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Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections
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Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections.
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In: ISSN: 0338-2389 ; EISSN: 2425-2042 ; Pratiques : linguistique, littérature, didactique ; https://hal.archives-ouvertes.fr/hal-01473700 ; Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2016, 171-172, ⟨10.4000/pratiques.3175⟩ ; http://pratiques.revues.org/3175 (2016)
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Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults
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Effective Beginning Handwriting Instruction: Multi-modal, Consistent Format for 2 Years, and Linked to Spelling and Composing
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Relationships between Presence or Absence of ADHD and fMRI Connectivity Writing Tasks in Children with Dysgraphia
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Abstract:
The relationship between presence or absence of Attention Deficit Hyperactivity Disorder (ADHD) in persisting developmental dysgraphia (impaired handwriting) and brain connectivity during writing tasks was investigated. Thirteen participants (6 males, 1 female with ADHD; 4 males, 2 females without ADHD) in upper elementary or middle school grades performed four fMRI writing tasks-two cognitive (mind wandering and planning to compose) and two transcription (handwriting and spelling). Presence or absence of ADHD was correlated with brain connectivity on all four fMRI writing tasks during scanning, rather than just on the fMRI handwriting task as predicted based on prior research. However, the nature of the fMRI functional connectivity (from which of four seeds with which of eight brain regions) for the four fMRI writing tasks varied as a function of presence or absence of ADHD. The significance of these findings is discussed for both understanding the invisible biological bases of co-occurring ADHD and persisting developmental dysgraphia and teaching students with developmental dysgraphia and co-occurring ADHD.
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Keyword:
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5189981/
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Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills
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Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders
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Levels of Phonology Related to Reading and Writing in Middle Childhood
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Differences between Children with Dyslexia Who Are and Are Not Gifted in Verbal Reasoning
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Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1 to 9
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Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation
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Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7
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Replication of CNTNAP2 association with nonword repetition and support for FOXP2 association with timed reading and motor activities in a dyslexia family sample
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