Citations (26)
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Read on this site (13)
Danielle Colenbrander, Saskia Kohnen, Elisabeth Beyersmann, Serje Robidoux, Signy Wegener, Tara Arrow, Kate Nation & Anne Castles. (2022) Teaching Children to Read Irregular Words: A Comparison of Three Instructional Methods. Scientific Studies of Reading 26:6, pages 545-564.
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Danielle Colenbrander, Hua-Chen Wang, Tara Arrow & Anne Castles. (2020) Teaching irregular words: What we know, what we don-t know, and where we can go from here. Educational and Developmental Psychologist 37:2, pages 97-104.
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Polly Barr, Britta Biedermann, Marie-Joseph Tainturier, Saskia Kohnen & Lyndsey Nickels. (2020) Too harts, won sole: Using dysgraphia treatment to address homophone representation. Neuropsychological Rehabilitation 30:10, pages 2035-2066.
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Aris R. Terzopoulos, Georgia Z. Niolaki & Jackie Masterson. (2020) Intervention for a lexical reading and spelling difficulty in two Greek-speaking primary age children. Neuropsychological Rehabilitation 30:3, pages 371-392.
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J. Richard Hanley & Andreas Sotiropoulos. (2018) Developmental surface dysgraphia without surface dyslexia. Cognitive Neuropsychology 35:5-6, pages 333-341.
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Georgia Z. Niolaki, Aris R. Terzopoulos & Jackie Masterson. (2017) A sublexical training study for spelling in a biliterate Greek- and English-speaking child. Neuropsychological Rehabilitation 27:4, pages 540-562.
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Trudy Krajenbrink, Lyndsey Nickels & Saskia Kohnen. (2017) No effect of orthographic neighbourhood in treatment with two cases of acquired dysgraphia. Aphasiology 31:5, pages 595-628.
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Silvia Roncoli & Jackie Masterson. (2016) ‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research 8:2, pages 143-166.
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Trudy Krajenbrink, Lyndsey Nickels & Saskia Kohnen. (2015) Generalisation after treatment of acquired spelling impairments: A review. Neuropsychological Rehabilitation 25:4, pages 503-554.
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Saskia Kohnen, Danielle Colenbrander, Trudy Krajenbrink & Lyndsey Nickels. (2015) Assessment of lexical and non-lexical spelling in students in Grades 1–7. Australian Journal of Learning Difficulties 20:1, pages 15-38.
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Georgia Z. Niolaki & Jackie Masterson. (2013) Intervention for a multi-character processing deficit in a Greek-speaking child with surface dyslexia. Cognitive Neuropsychology 30:4, pages 208-232.
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Saskia Kohnen, Lyndsey Nickels & Max Coltheart. (2010) Skill generalisation in teaching spelling to children with learning difficulties. Australian Journal of Learning Difficulties 15:2, pages 115-129.
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Lyndsey Nickels, Saskia Kohnen & Britta Biedermann. (2010) An untapped resource: Treatment as a tool for revealing the nature of cognitive processes. Cognitive Neuropsychology 27:7, pages 539-562.
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Articles from other publishers (13)
Danielle Colenbrander & Saskia Kohnen. (2023) Word Reading: The Role of the Speech-Language Pathologist. Perspectives of the ASHA Special Interest Groups 8:6, pages 1168-1185.
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Shoumitro Shoumi Deb, Meera Roy, Christina Bachmann & Marco O. Bertelli. 2022. Textbook of Psychiatry for Intellectual Disability and Autism Spectrum Disorder. Textbook of Psychiatry for Intellectual Disability and Autism Spectrum Disorder
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Saskia KohnenErin BanalesGenevieve McArthur. (2021) Videoconferencing Interventions for Children with Reading and Spelling Difficulties: A Pilot Study. Telemedicine and e-Health 27:5, pages 537-543.
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Georgia Z. Niolaki, Janet Vousden, Aris R. Terzopoulos, Laura M. Taylor, Shani Sephton & Jackie Masterson. (2020) Predictors of single word spelling in English speaking children: a cross sectional study. Journal of Research in Reading 43:4, pages 577-596.
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Carol Moxam. (2020) The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know. Language, Speech, and Hearing Services in Schools 51:4, pages 939-954.
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Zuriñe Gaintza & Edurne Goikoetxea. (2016) Spelling instruction in Spanish: a comparison of self-correction, visual imagery and copying. Journal of Research in Reading 39:4, pages 428-447.
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Angela C. Jones & Katherine A. Rawson. (2016) Do reading and spelling share a lexicon?. Cognitive Psychology 86, pages 152-184.
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Georgia Z Niolaki, Jackie Masterson & Aris R Terzopoulos. (2014) Spelling improvement through letter-sound and whole-word training in two multilingual Greek- and English- speaking children. Multilingual Education 4:1.
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Yvonne Griffiths & Morag Stuart. (2011) Reviewing evidence‐based practice for pupils with dyslexia and literacy difficulties. Journal of Research in Reading 36:1, pages 96-116.
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Amanda Miller Amberber. (2012) Language intervention in French–English bilingual aphasia: Evidence of limited therapy transfer. Journal of Neurolinguistics 25:6, pages 588-614.
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Joanne Egan & Marie-Josèphe Tainturier. (2011) Inflectional spelling deficits in developmental dyslexia. Cortex 47:10, pages 1179-1196.
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Saskia Kohnen, Lyndsey Nickels & Max Coltheart. (2010) Training ‘rule-of-〈E〉’: further investigation of a previously successful intervention for a spelling rule in developmental mixed dysgraphia. Journal of Research in Reading 33:4, pages 392-413.
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Akie Fujiyoshi, Akira Uno, Akihiro Kawasaki, Tomoko Taguchi, Noriko Haruhara & Kunihiro Fukushima. (2010) Training Effectiveness of Various Therapy Methods in a Child with Kanji Writing Difficulty-An Investigation Using Controlled Word Stimuli by Attributes-. The Japan Journal of Logopedics and Phoniatrics 51:1, pages 12-18.
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