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LPC Augment: An LPC-Based ASR Data Augmentation Algorithm for Low and Zero-Resource Children's Dialects ...
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Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords
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In: Dev Sci (2020)
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Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
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In: J Mem Lang (2020)
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Strength of resting state functional connectivity and local GABA concentrations predict oral reading of real and pseudo-words
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Individual Differences in Reading Skill Are Related to Trial-by-Trial Neural Activation Variability in the Reading Network
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Dough, Tough, Cough, Rough: A “Fast” fMRI Localizer of Component Processes in Reading
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A model of phonological processing, language, and reading for students with mild intellectual disability
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In: Psychology Faculty Publications (2013)
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A Model of Phonological Processing, Language, and Reading for Students with Mild Intellectual Disability
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Abstract:
Little is known about the relationships between phonological processing, language, and reading in children with intellectual disability (ID). We examined the structure of phonological processing in 294 school-aged children with mild ID and the relationships between its components and expressive and receptive language and reading skills using structural equation modeling. Phonological processing consisted of two distinct but correlated latent abilities: phonological awareness and naming speed. Phonological awareness had strong relationships with expressive and receptive language and reading skills. Naming speed had moderate relationships with these variables. Results suggest that children with ID bring the same skills to the task of learning to read as children with typical development, highlighting that phonologically based reading instruction should be considered a viable approach.
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URL: http://www.ncbi.nlm.nih.gov/pubmed/24245730 https://doi.org/10.1352/1944-7558-118.5.365 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3835403
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Multiple component remediation of developmental reading disabilities: A Controlled factorial evaluation of the influence of IQ, socioeconomic status, and race on outcomes
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In: Psychology Faculty Publications (2012)
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A randomized control study of instructional approaches for struggling adult readers
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Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities
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In: Psychology Faculty Publications (2011)
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