文章名稱引用次數(shù)

• Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction: a longitudinal study from kindergarten through grade 24
• Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics3
• Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction2
• Are predictors of reading impairment in isolated cleft similar to those in idiopathic dyslexia?2
• Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation?2
• Adult perceptions of children with dyslexia in the USA1
• Knowledge about basic language constructs among teachers of English as a Foreign Language in China and South Korea1
• Implicit sequence learning is preserved in dyslexic children0
• Expert reading coaching via technology: Investigating the reading, writing, and spelling outcomes of students in grades K-8 experiencing significant reading learning disabilities0
• Predictors for grade 6 reading in children at familial risk of dyslexia0