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Child Neuropsychology
A Journal on Normal and Abnormal Development in Childhood and Adolescence
Volume 25, 2019 - Issue 3
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Original Articles

Orthographic learning in children with isolated and combined reading and spelling deficits

Heike MehlhaseDepartment of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, Munich, GermanyCorrespondence[email protected]
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Sarolta BakosDepartment of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, Munich, GermanyView further author information
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Karin LanderlInstitute of Psychology, University of Graz, Graz, AustriaView further author information
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Gerd Schulte-KörneDepartment of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, Munich, GermanyView further author information
&
Kristina MollDepartment of Child and Adolescent Psychiatry and Psychotherapy, University Hospital Munich, Munich, GermanyView further author information
Pages 370-393 | Received 04 Jan 2018, Accepted 21 Apr 2018, Published online: 07 May 2018

Citations (9)

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Read on this site (2)

Patricia F. Vadasy, Elizabeth A. Sanders & Kelly B. Cartwright. (2023) Cognitive flexibility in beginning decoding and encoding. Journal of Education for Students Placed at Risk (JESPAR) 28:4, pages 412-438.
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Chiara Banfi, Karl Koschutnig, Kristina Moll, Gerd Schulte-Körne, Andreas Fink & Karin Landerl. (2021) Reading-related functional activity in children with isolated spelling deficits and dyslexia. Language, Cognition and Neuroscience 36:5, pages 543-561.
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Articles from other publishers (7)

Karol A. Moore, Jialin Lai, Juan F. Quinonez-Beltran, Kausalai Wijekumar & R. Malatesha Joshi. (2023) A cross-orthographic view of dyslexia identification. Journal of Cultural Cognitive Science 7:2, pages 197-217.
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Georgia Niolaki, Janet Vousden, Aris Terzopoulos, Donna-Lyn Shepherd, Lauren Debney & Jackie Masterson. (2022) Spelling predictors; investigating the role of phonological ability and rapid naming in a large cross-sectional British study. Learning and Instruction 80, pages 101635.
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Jarkko Hautala, Stefan Hawelka & Mikko Aro. (2021) Dual-stage and dual-deficit? Word recognition processes during text reading across the reading fluency continuum. Reading and Writing 35:3, pages 663-686.
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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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Heike Mehlhase, Sarolta Bakos, Jürgen Bartling, Gerd Schulte-Körne & Kristina Moll. (2020) Word processing deficits in children with isolated and combined reading and spelling deficits: An ERP-study. Brain Research 1738, pages 146811.
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Timothy C. Papadopoulos, George C. Spanoudis & Dialechti Chatzoudi. (2020) A longitudinal investigation of the double dissociation between reading and spelling deficits: the role of linguistic and executive function skills. Reading and Writing 33:4, pages 1075-1104.
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Eduardo Onochie-Quintanilla, Silvia A. Defior & Ian C. Simpson. (2019) RAN and orthographic processing: What can syllable frequency tell us about this relationship?. Journal of Experimental Child Psychology 182, pages 1-17.
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