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Ann-Katrine Risberg, Anna Widlund, Heidi Hellstrand, Pia Vataja & Paula Salmi. (2023) Profiles of reading fluency and spelling skills: stability and change across the early school years. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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Pia Vataja, Marja-Kristiina Lerkkanen, Mikko Aro, Jari Westerholm, Ann-Katrine Risberg & Paula Salmi. (2022) The Predictors of Literacy Skills among Monolingual and Bilingual Finnish–Swedish Children During First Grade. Scandinavian Journal of Educational Research 66:6, pages 960-976.
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Apostolos Kargiotidis, Ioannis Grigorakis, Angeliki Mouzaki & George Manolitsis. (2021) Differences in oral language growth between children with and without literacy difficulties: evidence from early phases of learning to read and spell in Greek. Australian Journal of Learning Difficulties 26:2, pages 89-112.
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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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Kristina Moll, Melanie Gangl, Chiara Banfi, Gerd Schulte-Körne & Karin Landerl. (2020) Stability of Deficits in Reading Fluency and/or Spelling. Scientific Studies of Reading 24:3, pages 241-251.
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Kristina Moll, Margaret J. Snowling & Charles Hulme. (2020) Introduction to the Special Issue “Comorbidities between Reading Disorders and Other Developmental Disorders”. Scientific Studies of Reading 24:1, pages 1-6.
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Katharina Galuschka, Ruth Görgen, Julia Kalmar, Stefan Haberstroh, Xenia Schmalz & Gerd Schulte-Körne. (2020) Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist 55:1, pages 1-20.
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Heike Mehlhase, Sarolta Bakos, Karin Landerl, Gerd Schulte-Körne & Kristina Moll. (2019) Orthographic learning in children with isolated and combined reading and spelling deficits. Child Neuropsychology 25:3, pages 370-393.
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Maya Rossi, Sandra Martin-Chang & Gene Ouellette. (2019) Exploring the Space Between Good and Poor Spelling: Orthographic Quality and Reading Speed. Scientific Studies of Reading 23:2, pages 192-201.
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Melanie Gangl, Kristina Moll, Manon W. Jones, Chiara Banfi, Gerd Schulte-Körne & Karin Landerl. (2018) Lexical Reading in Dysfluent Readers of German. Scientific Studies of Reading 22:1, pages 24-40.
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Gene Ouellette, Sandra Martin-Chang & Maya Rossi. (2017) Learning From Our Mistakes: Improvements in Spelling Lead to Gains in Reading Speed. Scientific Studies of Reading 21:4, pages 350-357.
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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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Johan Korhonen, Karin Linnanmäki & Pirjo Aunio. (2012) Language and Mathematical Performance: a Comparison of Lower Secondary School Students with Different Level of Mathematical Skills. Scandinavian Journal of Educational Research 56:3, pages 333-344.
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