| 1 |
Training phoneme blending skills in children with Down syndrome
|
|
|
|
In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2013)
|
|
BASE
|
|
Show details
|
|
|
| 2 |
Training phoneme blending skills in children with Down syndrome
|
|
|
|
In: CHILD LANGUAGE TEACHING & THERAPY , 29 (3) 273 - 290. (2013) (2013)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
The causal role of phoneme awareness and letter-sound knowledge in learning to read : combining intervention studies with mediation analyses
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Identification of children at risk of dyslexia: the validity of teacher judgements using 'Phonic Phases'
|
|
|
|
In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2011)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Evaluating the Effectiveness of a Phonologically-based Reading Intervention for Struggling Readers with Varying Language Profiles.
|
|
|
|
In: Reading and Writing. (25) 621 - 640. (2011) (2011)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Differential Effects of Phonology and Semantics on Beginner Readers’ Orthographic Learning.
|
|
|
|
In: Scientific Studies of Reading. (In press).
|
|
BASE
|
|
Show details
|
|
|
|
|
