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61
Bodies and codas or core syllables plus appendices? Evidence for a developmental theory of subsyllabic division preference
In: Cognition. - Amsterdam [u.a] : Elsevier 121 (2011) 3, 338-362
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62
L'évolution du degré de conscience phonémique dans le développement orthographique en français langue seconde d'élèves d'origine haïtienne de la maternelle à la troisième année
In: Language awareness. - Abingdon : Routledge 20 (2011) 2, 67-79
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63
Reading and reading-related skills in children using cochlear implants: prospects for the influence of cued speech
In: Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press 16 (2011) 4, 458-473
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64
The wh-questions of Visual Phonics: what, who, where, when, and why
In: Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press 16 (2011) 1, 66-78
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65
Longitudinal patterns of emerging literacy in beginning deaf and hearing readers
In: Journal of deaf studies and deaf education. - Cary, NC : Oxford Univ. Press 16 (2011) 3, 289-304
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66
Literacy problems in Arabic: sensitivity to 'diglossia' in tasks involving working memory
In: Journal of neurolinguistics. - Orlando, Fla. : Elsevier 24 (2011) 5, 571-582
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67
Implementation processes associated with a home-based phonological awareness intervention for children with specific language impairment
In: International journal of speech language pathology. - Abingdon : Informa Healthcare 13 (2011) 2, 110-124
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68
Dutch children at family risk of dyslexia: precursors, reading development, and parental effects
In: Dyslexia. - Bracknell : British Dyslexia Association 17 (2011) 1, 2-18
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69
Component processes subserving rapid automatized naming in dyslexic and non-dyslexic readers
In: Dyslexia. - Bracknell : British Dyslexia Association 17 (2011) 3, 242-255
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70
The relationship between phonological memory, phonological sensitivity, and incidental word learning
In: Journal of psycholinguistic research. - New York, NY ; London [u.a.] : Springer 40 (2011) 2, 93-109
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71
Enhancing orthographic knowledge helps spelling production in eight-year-old Chinese children at risk for dyslexia
In: Annals of dyslexia. - New York, NY : Springer 61 (2011) 1, 136-160
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72
Are preservice teachers prepared to teach struggling readers?
In: Annals of dyslexia. - New York, NY : Springer 61 (2011) 1, 21-43
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73
Subtypes of reading disability in a shallow orthography: a double dissociation between accuracy-disabled and rate-disabled readers of Hebrew
In: Annals of dyslexia. - New York, NY : Springer 61 (2011) 1, 64-84
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74
Language delays of impoverished preschool children in relation to early academic and emotion recognition skills
In: First language. - London [u.a.] : SAGE Publ. 31 (2011) 2, 164-194
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75
The contribution of age and reading instruction to oral narrative and pre-reading skills
In: First language. - London [u.a.] : SAGE Publ. 31 (2011) 4, 379-403
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76
The role of phoneme and onset-rime awareness in second language reading acquisition
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 94-113
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77
Identification of children at risk of dyslexia: the validity of teacher judgements using 'phonic phases'
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 2, 157-170
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78
Cross-language transfer of morphological awareness in Chinese-English bilinguals
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 23-42
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79
Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: a meta-analysis of the correlational evidence
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 114-135
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80
Cross-language transfer of orthographic processing skills: a study of French children who learn English at school
In: Journal of research in reading. - Leeds : Wiley-Blackwell 34 (2011) 1, 59-76
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