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Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning
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Movement Issues Identified in Movement ABC2 Checklist Parent Ratings for Students with Persisting Dysgraphia, Dyslexia, and OWL LD and Typical Literacy Learners
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Effective Instruction for Persisting Dyslexia in Upper Grades: Adding Hope Stories and Computer Coding to Explicit Literacy Instruction
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Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning
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Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9
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Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain
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Relationships of French and English Morphophonemic Orthographies to Word Reading, Spelling, and Reading Comprehension During Early and Middle Childhood
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In: ISSN: 0829-5735 ; Canadian Journal of School Psychology ; https://hal.archives-ouvertes.fr/hal-03160752 ; Canadian Journal of School Psychology, SAGE Publications, 2016, 31 (4), pp.305-321. ⟨10.1177/0829573516640336⟩ (2016)
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Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence
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Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults
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Effective Beginning Handwriting Instruction: Multi-modal, Consistent Format for 2 Years, and Linked to Spelling and Composing
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Relationships between Language Input and Letter Output Modes in Writing Notes and Summaries for Students in Grades 4 to 9 with Persisting Writing Disabilities
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Relationships between Presence or Absence of ADHD and fMRI Connectivity Writing Tasks in Children with Dysgraphia
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Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills
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Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders
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Levels of Phonology Related to Reading and Writing in Middle Childhood
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Differences between Children with Dyslexia Who Are and Are Not Gifted in Verbal Reasoning
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Are Attitudes Toward Writing and Reading Separable Constructs? A Study With Primary Grade Children
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