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1
Lexical restructuring in the absence of literacy
In: Cognition. - Amsterdam [u.a] : Elsevier 105 (2007) 2, 334-361
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2
Developmental dyslexia : the visual attention span deficit hypothesis
In: Cognition. - Amsterdam [u.a] : Elsevier 104 (2007) 2, 198-230
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3
An approach to developing language awareness in the Irish language classroom: a case study
In: International journal of bilingual education and bilingualism. - Abingdon : Routledge, Taylor & Francis Group 10 (2007) 4, 454-470
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4
Corpus, concordance, classification: young learners in the L1 classroom
In: Language awareness. - Abingdon : Routledge 16 (2007) 3, 208-223
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5
Phonological awareness and speech comprehensibility : an exploratory study
In: Language awareness. - Abingdon : Routledge 16 (2007) 4, 263-277
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6
Learner metalinguistic reflections following output-oriented and reflective activities
In: Language awareness. - Abingdon : Routledge 16 (2007) 2, 131-146
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7
Online plurilingual interaction in the development of language awareness
In: Language awareness. - Abingdon : Routledge 16 (2007) 1, 7-20
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8
Analysis and control in children with SLI
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 50 (2007) 6, 1618-1630
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9
Relations among socioeconomic status, age, and predictors of phonological awareness
In: Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association 50 (2007) 4, 1079-1092
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10
Learning to read in English as third language : the cross-linguistic transfer of phonological processing skills
In: Written language and literacy. - Amsterdam [u.a.] : Benjamins 10 (2007) 1, 25-52
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11
Phonological or orthographic training for children with phonological or orthographic decoding deficits
In: Dyslexia. - Bracknell : British Dyslexia Association 13 (2007) 3, 211-229
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12
Language-related differences between discrepancy-defined and non-discrepancy-defined poor readers: a longitudinal study of dyslexia in New Zealand
In: Dyslexia. - Bracknell : British Dyslexia Association 13 (2007) 1, 42-66
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13
The contribution of phonological awareness and visual attention in early reading and spelling
In: Dyslexia. - Bracknell : British Dyslexia Association 13 (2007) 1, 67-76
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14
Is feedback pedagogically correct? Research design issues in studies of feedback on writing
In: Journal of second language writing. - Amsterdam ˜[u.a]œ : Elsevier 16 (2007) 1, 40-53
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15
Effects of manipulating task complexity on self-repairs during L2 oral production
In: International review of applied linguistics in language teaching. - Berlin : de Gruyter 45 (2007) 3, 215-240
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16
Attention to the second language
In: International review of applied linguistics in language teaching. - Berlin : de Gruyter 45 (2007) 3, 177-191
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17
Characteristics of speech errors produced by children with and without delayed phonological awareness skills
In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 38 (2007) 1, 60-71
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18
Increasing print awareness in preschoolers with language impairment using non-evocative print referencing
In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 38 (2007) 1, 16-30
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19
Longitudinal effects of phonological awareness intervention on morphological awareness in children with speech impairment
In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 38 (2007) 4, 342-352
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20
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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