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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 29, 2009 - Issue 2
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Articles

Phonological awareness and reading speed deficits in reading disabled Greek‐speaking children

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Pages 171-186 | Received 18 Jul 2008, Accepted 10 Nov 2008, Published online: 16 Mar 2009

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Read on this site (3)

Ioannis Papakyritsis, Ioanna Kastani & Michaela Nerantzini. (2020) Phonological awareness and sonority in Greek children: developmental data and clinical perspectives. Clinical Linguistics & Phonetics 34:8, pages 756-773.
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Chen-Huei Liao, Bor-Chen Kuo, Exkarach Deenang & Magdalena Mo Ching Mok. (2016) Exploratory and confirmatory factor analyses in reading-related cognitive component among grade four students in Thailand. Educational Psychology 36:6, pages 1102-1114.
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DrueE. Narkon & JennyC. Wells. (2013) Improving Reading Comprehension for Elementary Students With Learning Disabilities: UDL Enhanced Story Mapping. Preventing School Failure: Alternative Education for Children and Youth 57:4, pages 231-239.
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Articles from other publishers (24)

Argyro Fella, Christoforos Christoforou & Timothy C. Papadopoulos. 2023. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood. Perspectives of Cognitive, Psychosocial, and Learning Difficulties From Childhood to Adulthood 218 244 .
Bojana Vuković & Mirela Duranović. (2022) SPELLING ERRORS OF DYSLEXIC CHILDREN IN TRANSPARENT ORTHOGRAPHY: SPECIFIC DEFICIT OR DEVELOPMENTAL DEALY?. Research in Education and Rehabilitation 5:2, pages 80-90.
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George K. Georgiou, Dalia Martinez, Ana Paula Alves Vieira, Andrea Antoniuk, Sandra Romero & Kan Guo. (2021) A meta-analytic review of comprehension deficits in students with dyslexia. Annals of Dyslexia 72:2, pages 204-248.
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Jelena Zarić & Telse Nagler. (2021) Reading comprehension on word- and sentence-level can be predicted by orthographic knowledge for German children with poor reading proficiency. Reading and Writing 34:8, pages 2031-2057.
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Rauno Parrila, George K. Georgiou & Timothy C. Papadopoulos. (2020) Dyslexia in a consistent orthography: Evidence from reading‐level match design. Dyslexia 26:4, pages 343-358.
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Rauno Parrila, Dean Dudley, Shuang Song & George K. Georgiou. (2019) A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia 70:1, pages 1-26.
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Paz Suárez-Coalla, Cristina Martínez-García & Andrés Carnota. (2020) Reading in English as a Foreign Language by Spanish Children With Dyslexia. Frontiers in Psychology 11.
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Kyriakoula M. Rothou & Susana Padeliadu. (2019) Morphological processing influences on dyslexia in Greek-speaking children. Annals of Dyslexia 69:3, pages 261-278.
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Elisabeth Borleffs, Ben A. M. Maassen, Heikki Lyytinen & Frans Zwarts. (2019) Cracking the Code: The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia. Frontiers in Psychology 9.
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Ibrahim A. Asadi & Michal Shany. (2018) Examining the double‐deficit hypothesis in vowelized–transparent A rabic in a national representative sample of G rades 3 and 4 . Dyslexia 24:3, pages 234-249.
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ELISABETH BORLEFFS, BERNARD A. J. JAP, INDRI K. NASUTION, FRANS ZWARTS & BEN A. M. MAASSEN. (2018) Do single or multiple deficit models predict the risk of dyslexia in Standard Indonesian?. Applied Psycholinguistics 39:3, pages 675-702.
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Vassiliki Diamanti, Nata Goulandris, Morag Stuart, Ruth Campbell & Athanassios Protopapas. (2018) Tracking the effects of dyslexia in reading and spelling development: A longitudinal study of Greek readers. Dyslexia 24:2, pages 170-189.
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Emily Harrison, Clare Wood, Andrew J. Holliman & Janet I. Vousden. (2017) The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers. Journal of Research in Reading 41:1, pages 220-241.
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Athanassios Protopapas. 2017. Learning to Read across Languages and Writing Systems. Learning to Read across Languages and Writing Systems.
Rachel Schiff & Elinor Saiegh-Haddad. (2016) When diglossia meets dyslexia: The effect of diglossia on voweled and unvoweled word reading among native Arabic-speaking dyslexic children. Reading and Writing 30:5, pages 1089-1113.
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Zena Elhassan, Sheila G. Crewther & Edith L. Bavin. (2017) The Contribution of Phonological Awareness to Reading Fluency and Its Individual Sub-skills in Readers Aged 9- to 12-years. Frontiers in Psychology 8.
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Silke Fricke, Marcin Szczerbinski, Annette Fox-Boyer & Joy Stackhouse. (2016) Preschool Predictors of Early Literacy Acquisition in German-Speaking Children. Reading Research Quarterly 51:1, pages 29-53.
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. 2015. Diagnosing and Treating Children and Adolescents. Diagnosing and Treating Children and Adolescents 369 398 .
Smail Layes, Robert Lalonde & Mohamed Rebaï. (2014) Reading Speed and Phonological Awareness Deficits Among Arabic‐Speaking Children with Dyslexia. Dyslexia 21:1, pages 80-95.
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Paz Suárez-Coalla, Rrezarta Avdyli & Fernando Cuetos. (2014) Influence of context-sensitive rules on the formation of orthographic representations in Spanish dyslexic children. Frontiers in Psychology 5.
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Rachel Schiff, Tami Katzir & Noa Shoshan. (2012) Reading accuracy and speed of vowelized and unvowelized scripts among dyslexic readers of Hebrew: the road not taken. Annals of Dyslexia 63:2, pages 171-185.
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Dorit Ravid & Rachel Schiff. (2013) Different Perspectives on the Interface of Dyslexia and Language. Journal of Learning Disabilities 46:3, pages 195-199.
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Paz Suárez-Coalla & Fernando Cuetos. (2012) Reading strategies in Spanish developmental dyslexics. Annals of Dyslexia 62:2, pages 71-81.
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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