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H. Lee Swanson. (2015) Growth in working memory and inhibition predicts literacy in English language learners: A cross-sectional and longitudinal study. Memory 23:5, pages 748-773.
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Articles from other publishers (24)
Stephan Kuester-Gruber, Theda Faisst, Vera Schick, Giulia Righetti, Christoph Braun, Angelika Cordey-Henke, Matthias Klosinski, Ching-Chu Sun & Susanne Trauzettel-Klosinski. (2023) Is learning a logographic script easier than reading an alphabetic script for German children with dyslexia?. PLOS ONE 18:2, pages e0282200.
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Shuting Huo, Ka Chun Wu, Jianhong Mo, Jie Wang & Urs Maurer. (2021) Children With Chinese Dyslexia Acquiring English Literacy: Interaction Between Cognitive Subtypes of Dyslexia and Orthographies. Journal of Learning Disabilities 55:3, pages 229-241.
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Paola Palladino, Robert Muzzì, Elena Niccolai, Milvia Cottini, Guendalina Peconio, Federica Doronzo, Giusi Antonia Toto & Pierpaolo Limone. 2022. Psychology, Learning, Technology. Psychology, Learning, Technology
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Denise Fazio, Livia Ferrari, Silvia Testa, Federica Tamburrelli, Emma Marra, Marta Biancardi, Paola Palladino & Gian Marco Marzocchi. (2020) Second‐language learning difficulties in Italian children with reading difficulties. British Journal of Educational Psychology 91:1, pages 63-77.
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Caterina Artuso & Paola Palladino. (2018) The role of memory updating in shallow native and opaque second language learning. Second Language Research 35:3, pages 377-396.
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Marta Łockiewicz & Martyna Jaskulska. (2019) NL reading skills mediate the relationship between NL phonological processing skills and a foreign language (FL) reading skills in students with and without dyslexia: a case of a NL (Polish) and FL (English) with different degrees of orthographic consistency. Annals of Dyslexia 69:2, pages 219-242.
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Katy Borodkin, Omer Maliniak & Miriam Faust. (2017) Exploring the nature of phonological weakness in low-proficiency second language learners. Learning and Individual Differences 57, pages 133-140.
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Paola Bonifacci, Elisa Canducci, Giulia Gravagna & Paola Palladino. (2017) English as a Foreign Language in Bilingual Language-minority Children, Children with Dyslexia and Monolingual Typical Readers. Dyslexia 23:2, pages 181-206.
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Harpreet Kaur Uppal & H. Lee Swanson. (2016) Teachers' Ratings of Working Memory in English Language Learners: Do Laboratory Measures Predict Classroom Analogues?. Applied Cognitive Psychology 30:6, pages 871-884.
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Paola Palladino, Dhebora Cismondo, Marcella Ferrari, Isabella Ballagamba & Cesare Cornoldi. (2016) L2 Spelling Errors in Italian Children with Dyslexia. Dyslexia 22:2, pages 158-172.
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Robin L. Danzak & Barbara Arfé. (2016) Globally Minded Text Production. Topics in Language Disorders 36:1, pages 35-51.
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CHIEH-FANG HU & C. MELANIE SCHUELE. (2015) When Language Experience Fails to Explain Word Reading Development: Early Cognitive and Linguistic Profiles of Young Foreign Language Learners. The Modern Language Journal 99:4, pages 754-770.
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H. Lee Swanson, Michael J. Orosco & Catherine M. Lussier. (2015) Growth in literacy, cognition, and working memory in English language learners. Journal of Experimental Child Psychology 132, pages 155-188.
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Chieh-Fang Hu. (2013) Extracting Phonological Patterns for L2 Word Learning: The Effect of Poor Phonological Awareness. Journal of Psycholinguistic Research 43:5, pages 569-585.
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Katy Borodkin & Miriam Faust. (2012) Naming Abilities in Low-Proficiency Second Language Learners. Journal of Learning Disabilities 47:3, pages 237-253.
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Katy Borodkin & Miriam Faust. (2014) Native Language Phonological Skills in Low-Proficiency Second Language Learners. Language Learning 64:1, pages 132-159.
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Paola Palladino, Isabella Bellagamba, Marcella Ferrari & Cesare Cornoldi. (2013) Italian Children with Dyslexia are also Poor in Reading English Words, but Accurate in Reading English Pseudowords. Dyslexia 19:3, pages 165-177.
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CHIEH–FANG HU. (2012) Fast‐Mapping and Deliberate Word‐Learning by EFL Children. The Modern Language Journal 96:3, pages 439-453.
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H. Knoors & M. Marschark. (2012) Language Planning for the 21st Century: Revisiting Bilingual Language Policy for Deaf Children. Journal of Deaf Studies and Deaf Education 17:3, pages 291-305.
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Marcella Ferrari & Paola Palladino. (2012) A Longitudinal Study of English as Foreign Language Learning: L1 Predictors in Italian Students. Applied Cognitive Psychology 26:4, pages 616-625.
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