Citations (27)
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Ibrahim A. Asadi & Salim Abu-Rabia. (2021) The Impact of Diglossia on Phonological Processing. Reading Psychology 42:7, pages 685-699.
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Ibrahim A. Asadi. (2019) How the Characteristics of Phonemes and Syllabic Structures can Impact the Phonological Awareness of Kindergarten and First-Grade Arabic-Speaking Children. Reading Psychology 40:8, pages 768-781.
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Daniel Daigle, Rachel Berthiaume & Elisabeth Demont. (2013) Procédures graphophonémiques et graphosyllabiques chez des lecteurs dyslexiques et des lecteurs sourds du primaire: l'effet de la tâche. Language Awareness 22:3, pages 234-254.
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Articles from other publishers (24)
Viktoria Jöbstl, Anna F. Steiner, Pia Deimann, Ursula Kastner-Koller & Karin Landerl. (2023) A-B-3—Associations and dissociations of reading and arithmetic: Is domain-specific prediction outdated?. PLOS ONE 18:5, pages e0285437.
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Thomas Lachmann & Kirstin Bergström. (2023) The multiple-level framework of developmental dyslexia: the long trace from a neurodevelopmental deficit to an impaired cultural technique. Journal of Cultural Cognitive Science.
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Ibrahim A. Asadi, Asaid Khateb, Jasmeen Mansour-Adwan & Afnan Khoury-Metanis. (2022) When Developmental Language Disorder Meets Diglossia: A Cross-Sectional Investigation of Listening Comprehension Among Native Arabic-Speaking Preschoolers. Journal of Psycholinguistic Research 51:5, pages 1083-1099.
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Timothy C. Papadopoulos, Valéria Csépe, Mikko Aro, Marketa Caravolas, Irene-Anna Diakidoy & Thierry Olive. (2021) Methodological Issues in Literacy Research Across Languages: Evidence From Alphabetic Orthographies. Reading Research Quarterly 56:S1.
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J. L. Luque, C. J. Álvarez, S. Bordoy, A. Giménez, P. J. López-Pérez & M. López-Zamora. (2020) Inhibitory effect of positional syllable frequency in Spanish 2nd and 4th grade readers. Applied Psycholinguistics 42:1, pages 1-17.
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Rachel Berthiaume, Dominic Anctil & Daniel Daigle. (2020) Les effets d’un dispositif d’enseignement du vocabulaire pluridimensionnel et multimodal sur les connaissances lexicales d’élèves en quatrième primaireThe Effects of a Multidimensional and Multimodal Vocabulary Instruction Program on the Lexical Knowledge of Fourth Graders. Lidil:62.
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Daniel Cubilla-Bonnetier. (2020) Intervención logopédica en trastornos del aprendizaje de la lectura en población infantil bilingüe. Revista de Logopedia, Foniatría y Audiología 40:4, pages 168-177.
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Elinor Saiegh-Haddad, Abeer Shahbari-Kassem & Rachel Schiff. (2020) Phonological awareness in Arabic: the role of phonological distance, phonological-unit size, and SES. Reading and Writing 33:6, pages 1649-1674.
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Lynne Vernon-Feagans, Mary Bratsch-Hines, Cheryl Varghese, Elizabeth A. Cutrer & Justin D. Garwood. (2018) Improving Struggling Readers’ Early Literacy Skills through a Tier 2 Professional Development Program for Rural Classroom Teachers: The Targeted Reading Intervention. The Elementary School Journal 118:4, pages 525-548.
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Sheena Mehta, Yi Ding, Molly Ness & Eric C. Chen. (2017) Invented Spelling, Word Stress, and Syllable Awareness in Relation to Reading Difficulties in Children. Journal of Psycholinguistic Research 47:3, pages 585-606.
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Markéta Caravolas. 2017. Learning to Read across Languages and Writing Systems. Learning to Read across Languages and Writing Systems.
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ALEXANDRA GOTTARDO, ADRIAN PASQUARELLA, XI CHEN & GLORIA RAMIREZ. (2015) The impact of language on the relationships between phonological awareness and word reading in different orthographies: A test of the psycholinguistic grain size theory in bilinguals. Applied Psycholinguistics 37:5, pages 1083-1115.
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L. Pourcin, L. Sprenger-Charolles, A. El Ahmadi & P. Colé. (2016) Reading and related skills in Grades 6, 7, 8 and 9: French normative data from EVALEC. European Review of Applied Psychology 66:1, pages 23-37.
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Christine Brennan, Fan Cao, Nicole Pedroarena-Leal, Chris McNorgan & James R. Booth. (2013) Reading acquisition reorganizes the phonological awareness network only in alphabetic writing systems. Human Brain Mapping 34:12, pages 3354-3368.
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Natalia Rakhlin, Cláudia Cardoso-Martins, Sergey A. Kornilov & Elena L. Grigorenko. (2013) Spelling well despite developmental language disorder: what makes it possible?. Annals of Dyslexia 63:3-4, pages 253-273.
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Lynne G. Duncan, São Luís Castro, Sylvia Defior, Philip H.K. Seymour, Sheila Baillie, Jacqueline Leybaert, Philippe Mousty, Nathalie Genard, Menelaos Sarris, Costas D. Porpodas, Rannveig Lund, Baldur Sigurðsson, Anna S. Þráinsdóttir, Ana Sucena & Francisca Serrano. (2013) Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies. Cognition 127:3, pages 398-419.
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Antje von Suchodoletz, Steinunn Gestsdottir, Shannon B. Wanless, Megan M. McClelland, Freyja Birgisdottir, Catherine Gunzenhauser & Hrafnhildur Ragnarsdottir. (2013) Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly 28:1, pages 62-73.
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D. Daigle, R. Berthiaume & E. Demont. (2012) The Effect of Task in Deaf Readers' Graphophonological Processes: A Longitudinal Study. Journal of Deaf Studies and Deaf Education 17:3, pages 352-366.
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Daniel Daigle, Rachel Berthiaume, Anne Plisson & Elisabeth Demont. (2012) Graphophonological processes in dyslexic readers of French: A longitudinal study of the explicitness effect of tasks. Annals of Dyslexia 62:2, pages 82-99.
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Erin Phinney Johnson, Bruce F. Pennington, Joanna H. Lowenstein & Susan Nittrouer. (2011) Sensitivity to structure in the speech signal by children with speech sound disorder and reading disability. Journal of Communication Disorders 44:3, pages 294-314.
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