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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 10 of 10 1 Language effects in early development of number writing and reading ... Steiner, Anna F.; Finke, Sabrina; Clayton, Francina J.. - : PsychOpen GOLD, 2021 BASE Show details 2 Language effects in early development of number writing and reading Finke, Sabrina; Clayton, Francina Jane; Göbel, Silke M.. - 2021 BASE Show details 3 Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years Finke, Sabrina; Banfi, Chiara; Freudenthaler, H Harald. - 2021 BASE Show details 4 Neural patterns of word processing differ in children with dyslexia and isolated spelling deficit Dębska, Agnieszka; Banfi, Chiara; Chyl, Katarzyna... In: Brain Struct Funct (2021) BASE Show details 5 Common and distinct predictors of non-symbolic and symbolic ordinal number processing across the early primary school years Finke, Sabrina; Banfi, Chiara; Freudenthaler, H. Harald... In: PLoS One (2021) BASE Show details 6 Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences Banfi, Chiara; Kemeny, Ferenc; Gang, Melanie; Schulte-Körne, Gerd; Mo, Kristina; Landerl, Karin In: PLOS One (2018) Abstract: An impairment in the visual attention span (VAS) has been suggested to hamper reading performance of individuals with dyslexia. It is not clear, however, if the very nature of the deficit is visual or verbal and, importantly, if it affects spelling skills as well. The current study investigated VAS by means of forced choice tasks with letters and symbols in a sample of third and fourth graders with age-adequate reading and spelling skills (n = 43), a typical dyslexia profile with combined reading and spelling deficits (n = 26) and isolated spelling deficits (n = 32). The task was devised to contain low phonological short-term memory load and to overcome the limitations of oral reports. Notably, eye-movements were monitored to control that children fixated the center of the display when stimuli were presented. Results yielded no main effect of group as well as no group-related interactions, thus showing that children with dyslexia and isolated spelling deficits did not manifest a VAS deficit for letters or symbols once certain methodological aspects were controlled for. The present results could not replicate previous evidence for the involvement of VAS in reading and dyslexia. Keyword: ddc:610; Medizin URL: http://nbn-resolving.de/urn:nbn:de:bvb:19-epub-65564-7 https://doi.org/10.1371/journal.pone.0198903 https://epub.ub.uni-muenchen.de/65564/ https://epub.ub.uni-muenchen.de/65564/1/journal.pone.0198903.pdf BASE Hide details 7 White matter alterations and tract lateralization in children with dyslexia and isolated spelling deficits Banfi, Chiara; Koschutnig, Karl; Moll, Kristina. - : John Wiley & Sons, Inc., 2018 BASE Show details 8 Visuo-spatial cueing in children with differential reading and spelling profiles Banfi, Chiara; Kemeny, Ferenc; Gangl, Melanie... In: PLOS One (2017) BASE Show details 9 Visuo-spatial cueing in children with differential reading and spelling profiles Banfi, Chiara; Kemény, Ferenc; Gangl, Melanie. - : Public Library of Science, 2017 BASE Show details 10 Lexical Reading in Dysfluent Readers of German Gangl, Melanie; Moll, Kristina; Jones, Manon W.. - : Routledge, 2017 BASE Show details

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