Citations (24)
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Bronwen J. Davis & Mary Ann Evans. (2021) Children’s Self-Reported Strategies in Emergent Reading of an Alphabet Book. Scientific Studies of Reading 25:1, pages 31-46.
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Dolores Perin, Geremy Grant, Julia Raufman & Hoori Santikian Kalamkarian. (2017) Learning From Student Retrospective Reports: Implications for the College Developmental Classroom. Journal of College Reading and Learning 47:2, pages 77-98.
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Zoe Watts & Paul Gardner. (2013) Is systematic synthetic phonics enough? Examining the benefit of intensive teaching of high frequency words (HFW) in a year one class. Education 3-13 41:1, pages 100-109.
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Anne Castles, Max Coltheart, Linda Larsen, Pip Jones, Steven Saunders & Genevieve McArthur. (2009) Assessing the basic components of reading: A revision of the Castles and Coltheart test with new norms. Australian Journal of Learning Difficulties 14:1, pages 67-88.
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Articles from other publishers (20)
Fang Wang, Quynh Trang H. Nguyen, Blair Kaneshiro, Lindsey Hasak, Angie M. Wang, Elizabeth Y. Toomarian, Anthony M. Norcia & Bruce D. McCandliss. (2022) Lexical and sublexical cortical tuning for print revealed by Steady‐State Visual Evoked Potentials (SSVEPs) in early readers. Developmental Science 26:4.
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Ki Young Kang, Amy R Lederberg & Jessica A Scott. (2022) Word-Level Instruction for Deaf and Hard-of-Hearing Students: An Observation Study. The Journal of Deaf Studies and Deaf Education 27:4, pages 453-467.
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Kirsten W. J. Touw, Bart Vogelaar, Floor Thissen, Sanne Rovers & Wilma C. M. Resing. (2019) Progression and individual differences in children's series completion after dynamic testing. British Journal of Educational Psychology 90:1, pages 184-205.
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Jérôme Prado. 2018. Heterogeneity of Function in Numerical Cognition. Heterogeneity of Function in Numerical Cognition
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Emily K. Gnaedinger, Alycia M. Hund & Matthew S. Hesson‐McInnis. (2016) Reading‐Specific Flexibility Moderates the Relation Between Reading Strategy Use and Reading Comprehension During the Elementary Years. Mind, Brain, and Education 10:4, pages 233-246.
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Lee Sheriston, Sarah Critten & Emily Jones. (2016) Routes to Reading and Spelling: Testing the Predictions of Dual-Route Theory. Reading Research Quarterly 51:4, pages 403-417.
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Wilma C.M. Resing, Merel Bakker, Christine M.E. Pronk & Julian G. Elliott. (2016) Dynamic testing and transfer: An examination of children's problem-solving strategies. Learning and Individual Differences 49, pages 110-119.
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Lee Farrington-Flint. (2015) Uncovering strategy profiles in young children's reading & spelling. Learning and Individual Differences 42, pages 64-69.
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Jing Zhao, Kerstin Kipp, Carl Gaspar, Urs Maurer, Xuchu Weng, Axel Mecklinger & Su Li. (2014) Fine Neural Tuning for Orthographic Properties of Words Emerges Early in Children Reading Alphabetic Script. Journal of Cognitive Neuroscience 26:11, pages 2431-2442.
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Telse Nagler, Jan Lonnemann, Janosch Linkersdörfer, Marcus Hasselhorn & Sven Lindberg. (2013) The impact of reading material’s lexical accessibility on text fading effects in children’s reading performance. Reading and Writing 27:5, pages 841-853.
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Danielle M. Moore, Melanie A. Porter, Saskia Kohnen & Anne Castles. (2012) Detecting Different Types of Reading Difficulties: A Comparison of Tests. Australasian Journal of Special Education 36:2, pages 112-133.
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Ofra Korat & Adina Shamir. (2012) Direct and Indirect Teaching: Using e-Books for Supporting Vocabulary, Word Reading, and Story Comprehension for Young Children. Journal of Educational Computing Research 46:2, pages 135-152.
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Sven Lindberg, Jan Lonnemann, Janosch Linkersdörfer, Eva Biermeyer, Claudia Mähler, Marcus Hasselhorn & Martin Lehmann. (2011) Early strategies of elementary school children’s single word reading. Journal of Neurolinguistics 24:5, pages 556-570.
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Ofra Korat. (2010) Reading electronic books as a support for vocabulary, story comprehension and word reading in kindergarten and first grade. Computers & Education 55:1, pages 24-31.
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Lee Farrington‐Flint, Katherine H. Canobi, Clare Wood & Dorothy Faulkner. (2010) Children's patterns of reasoning about reading and addition concepts. British Journal of Developmental Psychology 28:2, pages 427-448.
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Lee Farrington‐Flint, Sophie Vanuxem‐Cotterill & James Stiller. (2010) Patterns of problem‐solving in children's literacy and arithmetic. British Journal of Developmental Psychology 27:4, pages 815-834.
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