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A Psycholinguistic Framework for Diagnosis and Treatment Planning of Developmental Speech Disorders
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A Standardized Protocol for Maximum Repetition Rate Assessment in Children
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Predictors for grade 6 reading in children at familial risk of dyslexia
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N1 lateralization and dyslexia: An event‐related potential study in children with a familial risk of dyslexia
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Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia
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Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery
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Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies: a narrative review
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Abstract:
This narrative review discusses quantitative indices measuring differences between alphabetic languages that are related to the process of word recognition. The specific orthography that a child is acquiring has been identified as a central element influencing reading acquisition and dyslexia. However, the development of reliable metrics to measure differences between language scripts hasn’t received much attention so far. This paper therefore reviews metrics proposed in the literature for quantifying orthographic transparency, syllabic complexity, and morphological complexity of alphabetic languages. The review included searches of Web of Science, PubMed, PsychInfo, Google Scholar, and various online sources. Search terms pertained to orthographic transparency, morphological complexity, and syllabic complexity in relation to reading acquisition, and dyslexia. Although the predictive value of these metrics is promising, more research is needed to validate the value of the metrics discussed and to understand the ‘developmental footprint’ of orthographic transparency, morphological complexity, and syllabic complexity in the lexical organization and processing strategies.
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Keyword:
Article
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URL: https://doi.org/10.1007/s11145-017-9741-5 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5574968/
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The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia
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Preliteracy signatures of poor-reading abilities in resting-state EEG
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Development of a learning task for a process-oriented diagnostics of developmental speech sound disorders: a pilot study
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