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1
Unrecognized cultural conventions for assessing word reading that affect research and practice
In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 9, 1641-1655
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2
Learning of a formation principle for the secondary phonemic function of a syllabic orthography
In: Reading and writing. - New York, NY : Springer Science+Business Media 27 (2014) 5, 875-904
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3
The acquisition of phoneme awareness in children learning the hiragana syllabary
In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 6, 623-633
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4
The long learning route to abstract letter units
In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 26 (2009) 1, 50-69
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5
Reading vocabulary influences in phonological recoding during the development of reading skill: a re-examination of theory and practice
In: Reading and writing. - New York, NY : Springer Science+Business Media 22 (2009) 2, 167-184
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6
The nature of skilled adult reading varies with type of instruction in childhood
In: Memory & cognition. - Heidelberg [u.a.] : Springer 37 (2009) 2, 223-234
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7
The nature of skilled adult reading varies with type of instruction in childhood
In: Memory & cognition. - Heidelberg [u.a.] : Springer 37 (2009) 2, 223-234
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8
Do children who acquire word reading without explicit phonics employ compensatory learning? Issues of phonological recoding, lexical orthography, and fluency
In: Reading and writing. - New York, NY : Springer Science+Business Media 21 (2008) 5, 505-537
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9
Dissociation between deficits in explicit procedures and implicit processes in the visual-spatial and the phonological systems during reading acquisition
In: Cognitive neuropsychology. - Abingdon : Routledge, Taylor & Francis Group 24 (2007) 5, 471-484
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10
Visual and orthographic information in learning to read and the influence of phonics instruction
In: Reading and writing. - New York, NY : Springer Science+Business Media 20 (2007) 9, 859-884
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11
A mechanism of implicit lexicalized phonological recoding used concurrently with underdeveloped explicit letter-sound skills in both precocious and normal reading development
In: Cognition. - Amsterdam [u.a] : Elsevier 90 (2004) 3, 303-335
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12
The effect of phonics instruction on the reading comprehension of beginning readers
In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 14 (2001) 5-6, 423-457
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13
Learning to read with underdeveloped phonemic awareness but lexicalized phonological recording : a case study of a 3-year-old
In: Cognition. - Amsterdam [u.a] : Elsevier 74 (2000) 2, 177-208
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14
Learning correspondences between letters and phonemes without explicit instruction
In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 20 (1999) 1, 21-50
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15
Sublexical orthographic-phonological relations early in the acquisition of reading : the knowledge sources account
In: Journal of experimental child psychology. - Amsterdam : Elsevier 62 (1996) 2, 190-222
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16
The Functions of Phonology in the Acquisition of Reading: Lexical and Sentence Processing
In: Memory & cognition. - Heidelberg [u.a.] : Springer 23 (1995) 6, 749-766
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17
The functions of phonology in the acquisition of reading : lexical and sentence processing
In: Memory & cognition. - Heidelberg [u.a.] : Springer 23 (1995) 6, 749-766
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18
Is dependence on phonological information in children's reading a product of instructional approach?
In: Journal of experimental child psychology. - Amsterdam : Elsevier 48 (1989) 1, 131-145
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