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Digital Game-Based Phonics Instruction Promotes Print Knowledge in Pre-Readers at Cognitive Risk for Dyslexia
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In: Front Psychol (2021)
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Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children
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Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation?
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Statistical Learning of Speech Sounds in Dyslexic and Typical Reading Children
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In: ISSN: 1532-799X ; Scientific Studies of Reading (2018) pp. 1-12 (2018)
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Grapheme-Phoneme Learning in an Unknown Orthography: A Study in Typical Reading and Dyslexic Children
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Predicting future reading problems based on pre-reading auditory measures: a longitudinal study of children with a familial risk of dyslexia
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Visual Processing of Derivational Processing and Children With Dyslexia
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Early development and predictors of morphological awareness: disentangling the impact of decoding skills and phonological awareness
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The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia
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Predicting Future Reading Problems Based on Pre-reading Auditory Measures: A Longitudinal Study of Children with a Familial Risk of Dyslexia
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Predicting Dyslexia Based on Pre-reading Auditory and Speech Perception Skills
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Relationship of phonological ability, speech perception, and auditory perception in adults with dyslexia
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Early Development and Predictors of Morphological Awareness: Separating the influences of decoding skills from phonological awareness
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Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading
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Disentangling of Morphological and Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia
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Psychophysical and Cognitive Indicators of Early Phonological Awareness: a Study of Pre-readers With a Family Risk of Dyslexia
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Morphological awareness and its role in compensation in adults with dyslexia
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Abstract:
This study examines the role of morphological awareness (MA) in literacy achievement and compensation in word reading of adults with dyslexia through an exploration of three questions: (1) Do adult dyslexics demonstrate a deficit in MA, and how is this potential deficit related to phonological awareness (PA)? (2) Does MA contribute independently to literacy skills equally in dyslexics and control readers? and (3) Do MA and PA skills differ in compensated and noncompensated dyslexics? A group of dyslexic and normal reading university students matched for age, education and IQ participated in this study. Group analysis demonstrated an MA deficit in dyslexics; as well, MA was found to significantly predict a greater proportion of word reading and spelling within the dyslexic group compared with the controls. Compensated dyslexics were also found to perform significantly better on the morphological task than noncompensated dyslexics. Additionally, no statistical difference was observed in MA between the normal reading controls and the compensated group (independent of PA and vocabulary). Results suggest that intact and strong MA skills contribute to the achieved compensation of this group of adults with dyslexia. Implications for MA based intervention strategies for people with dyslexia are discussed.
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URL: http://eprints.gla.ac.uk/150238/
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A DTI tractography study in pre-readers at risk for dyslexia
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Children’s Mapping between Non-Symbolic and Symbolic Numerical Magnitudes and Its Association with Timed and Untimed Tests of Mathematics Achievement
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