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Cognitive Neuropsychology Volume 34, 2017 - Issue 3-4: Special Issue: Developmental Dysgraphia
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Articles

Lexical processing and distributional knowledge in sound–spelling mapping in a consistent orthography: A longitudinal study of reading and spelling in dyslexic and typically developing children

Chiara Valeria MarinelliDepartment of History, Society and Human Studies, Laboratory of Applied Psychology and Intervention, University of Salento, Lecce, Italy;Institute for Research and Health Care (IRCCS) Santa Lucia, Rome, ItalyORCID Iconhttp://orcid.org/0000-0002-8806-5655View further author information
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Pamela CelliniDepartment of Psychology, Sapienza University of Rome, Rome, ItalyView further author information
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Pierluigi ZoccolottiDepartment of Psychology, Sapienza University of Rome, Rome, Italy;Institute for Cognitive Sciences and Technologies (ISTC), Italian National Research Council (CNR), Rome, ItalyORCID Iconhttp://orcid.org/0000-0002-6351-2455View further author information
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Paola AngelelliDepartment of History, Society and Human Studies, Laboratory of Applied Psychology and Intervention, University of Salento, Lecce, ItalyCorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-9870-6009View further author information
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Pages 163-186 | Received 05 Apr 2017, Accepted 15 Sep 2017, Published online: 23 Oct 2017

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Michael McCloskey & Brenda Rapp. (2017) Developmental dysgraphia: An overview and framework for research. Cognitive Neuropsychology 34:3-4, pages 65-82.
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Articles from other publishers (13)

Francesca Vizzi, Paola Angelelli, Marika Iaia, Anthony H. Risser & Chiara Valeria Marinelli. (2022) Writing composition ability and spelling competence in deaf subjects: a psycholinguistic analysis of source of difficulties. Reading and Writing 36:5, pages 1201-1226.
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Chiara Valeria Marinelli, Giuliana Nardacchione, Eugenio Trotta, Raffaele Di Fuccio, Paola Palladino, Luigi Traetta & Pierpaolo Limone. (2023) The Effectiveness of Serious Games for Enhancing Literacy Skills in Children with Learning Disabilities or Difficulties: A Systematic Review. Applied Sciences 13:7, pages 4512.
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Rachel Schiff, Shani Levy-Shimon, Ayelet Sasson, Ella Kimel & Dorit Ravid. (2022) Multiple dimensions of affix spelling complexity: analyzing the performance of children with dyslexia and typically developing controls. Reading and Writing.
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Marika Iaia, Chiara Valeria Marinelli, Francesca Vizzi & Paola Angelelli. (2022) Spelling acquisition in a consistent orthography: The facilitatory effect of syllable frequency in novice spellers. PLOS ONE 17:11, pages e0277700.
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Pierluigi Zoccolotti, Maria De Luca & Chiara Valeria Marinelli. (2021) Interpreting Developmental Surface Dyslexia within a Comorbidity Perspective. Brain Sciences 11:12, pages 1568.
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Chiara Valeria Marinelli, Paola Angelelli, Marialuisa Martelli, Mara Trenta & Pierluigi Zoccolotti. (2021) Ability to Consolidate Instances as a Proxy for the Association Among Reading, Spelling, and Math Learning Skill. Frontiers in Psychology 12.
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Pierluigi Zoccolotti, Paola Angelelli, Chiara Valeria Marinelli & Daniele Luigi Romano. (2021) A Network Analysis of the Relationship among Reading, Spelling and Maths Skills. Brain Sciences 11:5, pages 656.
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Pierluigi Zoccolotti, Maria De Luca, Chiara Valeria Marinelli & Donatella Spinelli. (2020) Testing the Specificity of Predictors of Reading, Spelling and Maths: A New Model of the Association Among Learning Skills Based on Competence, Performance and Acquisition. Frontiers in Human Neuroscience 14.
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Luigi Macchitella, Chiara Valeria Marinelli, Fulvio Signore, Enrico Ciavolino & Paola Angelelli. (2020) Sleepiness, Neuropsychological Skills, and Scholastic Learning in Children. Brain Sciences 10:8, pages 529.
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Naymé Salas. (2020) Non-phonological Strategies in Spelling Development. Frontiers in Psychology 11.
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Pierluigi Zoccolotti, Maria De Luca, Chiara Valeria Marinelli & Donatella Spinelli. (2020) Predicting individual differences in reading, spelling and maths in a sample of typically developing children: A study in the perspective of comorbidity. PLOS ONE 15:4, pages e0231937.
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Chiara Valeria Marinelli, Pierluigi Zoccolotti & Cristina Romani. (2020) The ability to learn new written words is modulated by language orthographic consistency. PLOS ONE 15:2, pages e0228129.
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Martina Caccia, Giorgio Presti, Alessio Toraldo, Anthea Radaelli, Luca Andrea Ludovico, Anna Ogliari & Maria Luisa Lorusso. (2019) Pitch as the Main Determiner of Italian Lexical Stress Perception Across the Lifespan: Evidence From Typical Development and Dyslexia. Frontiers in Psychology 10.
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