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1	Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia
	Premeti, Aikaterini; Bucci, Maria Pia; Isel, Frédéric
	In: ISSN: 2076-3425 ; Brain Sciences ; https://hal.archives-ouvertes.fr/hal-03641338 ; Brain Sciences, MDPI, 2022, 12 (1), pp.73. ⟨10.3390/brainsci12010073⟩ (2022)
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2	Auditory Processing and Reading Disability: A Systematic Review and Meta-Analysis ...
	McWeeny, Sean. - : Open Science Framework, 2022
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3	Use of Parsing Heuristics in the Comprehension of Passive Sentences: Evidence from Dyslexia and Individual Differences
	Marianna Stella; Paul E. Engelhardt
	In: Brain Sciences; Volume 12; Issue 2; Pages: 209 (2022)
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4	What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies
	Conrad Perry; Heidi Long
	In: Brain Sciences; Volume 12; Issue 1; Pages: 87 (2022)
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5	Remote Dyslexia Screening for Bilingual Children
	Maren Eikerling; Matteo Secco; Gloria Marchesi; Maria Teresa Guasti; Francesco Vona; Franca Garzotto; Maria Luisa Lorusso
	In: Multimodal Technologies and Interaction; Volume 6; Issue 1; Pages: 7 (2022)
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6	The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia
	Alice Cancer; Marinella De Salvatore; Elisa Granocchio; Luca Andreoli; Alessandro Antonietti; Daniela Sarti
	In: Applied Sciences; Volume 12; Issue 7; Pages: 3360 (2022)
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7	Reduced Theta Sampling in Infants at Risk for Dyslexia across the Sensitive Period of Native Phoneme Learning
	Maria Mittag; Eric Larson; Samu Taulu; Maggie Clarke; Patricia K. Kuhl
	In: International Journal of Environmental Research and Public Health; Volume 19; Issue 3; Pages: 1180 (2022)
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8	Success Is Not the Entire Story for a Scientific Theory: The Case of the Phonological Deficit Theory of Dyslexia
	Pierluigi Zoccolotti
	In: Brain Sciences; Volume 12; Issue 4; Pages: 425 (2022)
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9	Direct and Indirect Effects of Blood Levels of Omega-3 and Omega-6 Fatty Acids on Reading and Writing (Dis)Abilities
	Francesca Borasio; Marie-Louise Syren; Stefano Turolo; Carlo Agostoni; Massimo Molteni; Alessandro Antonietti; Maria Luisa Lorusso
	In: Brain Sciences; Volume 12; Issue 2; Pages: 169 (2022)
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10	Later but Not Weaker: Neural Categorization of Native Vowels of Children at Familial Risk of Dyslexia
	Ao Chen
	In: Brain Sciences; Volume 12; Issue 3; Pages: 412 (2022)
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11	Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia
	Aikaterini Premeti; Maria Pia Bucci; Frédéric Isel
	In: Brain Sciences; Volume 12; Issue 1; Pages: 73 (2022)
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12	The Percentages of Cognitive Skills Deficits among Chinese Children with Developmental Dyslexia: A Systematic Review and Meta-Analysis
	Xin Li; Mingming Hu; Huadong Liang
	In: Brain Sciences; Volume 12; Issue 5; Pages: 548 (2022)
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13	Genetic Modulation of the Neonatal Neural Processing of Speech at High and Low Familial Risk for Developmental Dyslexia ...
	Georgieva, Stanimira. - : Apollo - University of Cambridge Repository, 2022
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14	Direct and Indirect Effects of Blood Levels of Omega-3 and Omega-6 Fatty Acids on Reading and Writing (Dis)abilities
	Borasio, Francesca; Syren, Marie-Louise; Turolo, Stefano. - 2022
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15	Music-based and auditory-based interventions for reading difficulties: A literature review
	Cancer, Alice (orcid:0000-0003-3545-8540); Antonietti, Alessandro (orcid:0000-0002-7212-8076). - 2022
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16	The Role of Auditory and Visual Components in Reading Training: No Additional Effect of Synchronized Visual Cue in a Rhythm-Based Intervention for Dyslexia
	Cancer, Alice (orcid:0000-0003-3545-8540); De Salvatore, Marinella; Granocchio, Elisa. - 2022
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17	Approaching dyslexia through ICT in the Art CLIL classroom
	Gallacher, Alexander James. - : Universidad de Córdoba, 2022
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18	Measuring the impact of dyslexia : striking a successful balance for individuals, families and society
	Hayes, Carol. - New York : Routledge, 2021
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	UB Frankfurt Linguistik
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19	Move to read: entrainment activities and pre-reading skills of kindergarteners
	Carson-Swift, Kimberly Jené. - 2021
	Abstract: The purpose of this study was to explore the possibility that music and movement instruction could cause improvement in language arts skills, due to evidence that music and language share processing mechanisms related to auditory perception as described by Patel (2007, 2011a, 2011b, 2014) in the shared syntactic integration resource hypothesis (SSIRH) and OPERA hypothesis. Sixty-two Kindergarten students from a suburban school, near a city in the Midwest, were selected via random assignment to be a part of an experimental or control group. Each group participated in pre- and posttests measuring entrainment and pre-reading skills. ANCOVA results of pre and posttest data revealed no significant difference between the groups. The music and movement instruction did not improve entrainment so results were inconclusive in regard to the impact of entrainment on phonological processing and rapid naming. Future studies might consider a pretest/posttest design with a group that focuses on entrainment without specific music language (Patel, 2008) and a group that conducted music class with the usual songs and descriptive language, to provide evidence regarding whether or not language needs to be combined with music to cause a cognitive transfer of skills. A further comparison of a group that learned to play singing games with a group that learned instrumental music might provide further evidence regarding the role that the combination of music and language might have on reading. Another line of inquiry might involve increasing the length of the intervention period to determine if a year is needed to cause cognitive transfer and ensure that the control group does not receive any music instruction. An additional consideration may be that improvement in entrainment provides a foundation for language processing that does not fully develop or present itself until children reach more challenging levels of reading fluency. Studies that measure student improvement over time would be one way to find evidence that music provides a neurological basis for reading, and language development. Further study possibilities are described in the conclusions of the dissertation. ; 2022-11-15T00:00:00Z
	Keyword: Auditory processing; Auditory timing; Developmental dyslexia; Music education; Neuroplasticity; Rhyming; Steady beat
	URL: https://hdl.handle.net/2144/43370
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20	An examination of reading, reading development and disorder in a highly transparent orthography: the case of Turkish
	Raman, Evren Hussein. - : Brunel University London, 2021
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