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The Quarterly Journal of Experimental Psychology Section A
Human Experimental Psychology
Volume 42, 1990 - Issue 2
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Original Articles

Processing strategies in a phoneme deletion task

Morag Stuart Birkbeck College, University of London, U.K.
Pages 305-327 | Received 22 May 1989, Published online: 11 Jun 2007

Citations (31)

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Haris Memisevic, Admira Dedic, Inga Biscevic, Selmir Hadzic, Arnela Pasalic & Daniel Malec. (2022) Identifying predictors of reading speed and reading comprehension in Bosnian. Applied Neuropsychology: Child 11:3, pages 297-306.
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Roslyn Neilson. (2009) Assessment of phonological awareness in low-progress readers. Australian Journal of Learning Difficulties 14:1, pages 53-66.
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Him Cheung. (2007) The role of phonological awareness in mediating between reading and listening to speech. Language and Cognitive Processes 22:1, pages 130-154.
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Michael D. Tyler & Denis K. Burnham. (2006) Orthographic influences on phoneme deletion response times. The Quarterly Journal of Experimental Psychology 59:11, pages 2010-2031.
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Deborah Knight. (2001) Unravelling the Relationship Between Phonological Awareness, Speech Impairment, and Literacy. Advances in Speech Language Pathology 3:2, pages 149-153.
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Articles from other publishers (26)

Emily Barnes, Neasa Ní Chiaráin & Ailbhe Ní Chasaide. (2023) Bilingual (Irish-English) phonemic awareness: language-specific and universal contributions. Reading and Writing.
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Astrid Haase & Claudia Steinbrink. (2022) Associations between morphological awareness and literacy skills in German primary school children: the roles of grade level, phonological processing and vocabulary. Reading and Writing 35:7, pages 1675-1709.
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Yilong Yang, Yadan Li, Xuewei Wang, Nian Liu, Kexin Jiang, Shengting Zhang & Jiang Qiu. (2021) Cognitive inhibition mediates the relationship between ESL listening proficiency and English spoken word segmentation in Chinese learners: A functional near-infrared spectroscopy (fNIRS) study. Journal of Neurolinguistics 59, pages 100987.
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Jin Wang, Marc F. Joanisse & James R. Booth. (2021) Letter fluency in 7-8-year-old children is related to the anterior, but not posterior, ventral occipito-temporal cortex during an auditory phonological task. Developmental Cognitive Neuroscience 47, pages 100898.
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Yadan Li, Yilong Yang, Akaysha C. Tang, Nian Liu, Xuewei Wang, Ying Du & Weiping Hu. (2020) English spoken word segmentation activates the prefrontal cortex and temporo-parietal junction in Chinese ESL learners: A functional near-infrared spectroscopy (fNIRS) study. Brain Research 1733, pages 146693.
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Melissa Randazzo, Emma B. Greenspon, James R. Booth & Chris McNorgan. (2019) Children With Reading Difficulty Rely on Unimodal Neural Processing for Phonemic Awareness. Frontiers in Human Neuroscience 13.
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Catherine J. Stevens, Kim Vincs, Scott deLahunta & Elizabeth Old. (2019) Long-term memory for contemporary dance is distributed and collaborative. Acta Psychologica 194, pages 17-27.
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김다희, 류재희, Kichun Nam & Baik, Yeonji. (2015) Grapheme-to-Phoneme Conversion Regularity Effects among Late Korean-English Bilinguals. Korean Journal of Cognitive Science 26:3, pages 323-355.
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Eufimia Tafa & George Manolitsis. (2012) The literacy profile of Greek precocious readers: a follow-up study. Journal of Research in Reading 35:4, pages 337-352.
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Marian Annett. (2011) Dyslexia and Handedness: Developmental Phonological and Surface Dyslexias are Associated with Different Biases for Handedness. Perceptual and Motor Skills 112:2, pages 417-425.
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Elizabeth Eglinton & Marian Annett. (2008) Good phonetic errors in poor spellers are associated with right-handedness and possible weak utilisation of visuospatial abilities. Cortex 44:6, pages 737-745.
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Anne Castles. (2006) The dual route model and the developmental dyslexias. London Review of Education.
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Pamela Smythe & Marian Annett. (2006) Phonology and handedness in primary school: predictions of the right shift theory. Journal of Child Psychology and Psychiatry 47:2, pages 205-212.
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Carol Whitney & Piers Cornelissen. (2005) Letter-position encoding and dyslexia. Journal of Research in Reading 28:3, pages 274-301.
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Morag Stuart. (2005) Phonemic analysis and reading development: some current issues. Journal of Research in Reading 28:1, pages 39-49.
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Valerie Muter. 2005. The Study of Dyslexia. The Study of Dyslexia 91 129 .
Anne Castles & Max Coltheart. (2004) Is there a causal link from phonological awareness to success in learning to read?. Cognition 91:1, pages 77-111.
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Jenna R Gelfand & Susan Y Bookheimer. (2003) Dissociating Neural Mechanisms of Temporal Sequencing and Processing Phonemes. Neuron 38:5, pages 831-842.
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Frances Martin, Chris Pratt & Jillian Fraser. (2000) The use of orthographic and phonological strategies for the decoding of words in children with developmental dyslexia and average readers. Dyslexia 6:4, pages 231-247.
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Valerie Muter & Margaret Snowling. (2011) Concurrent and Longitudinal Predictors of Reading: The Role of Metalinguistic and Short‐Term Memory Skills. Reading Research Quarterly 33:3, pages 320-337.
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Robert Savage & Morag Stuart. (1998) Sublexical Inferences in Beginning Reading: Medial Vowel Digraphs as Functional Units of Transfer. Journal of Experimental Child Psychology 69:2, pages 85-108.
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Gerd Mannhaupt, Heiner Jansen & Harald Marx. 1997. Cross-Language Studies of Learning to Read and Spell. Cross-Language Studies of Learning to Read and Spell 161 173 .
Marian Annett, Elizabeth Eglinton & Pamela Smythe. (2006) Types of Dyslexia and the Shift to Dextrality. Journal of Child Psychology and Psychiatry 37:2, pages 167-180.
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Franklin R. Manis, Mark S. Seidenberg, Lisa M. Doi, Catherine McBride-Chang & Alan Petersen. (1996) On the bases of two subtypes of development dyslexia. Cognition 58:2, pages 157-195.
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E. Graf. 1993. Facets of Dyslexia and its Remediation. Facets of Dyslexia and its Remediation 291 304 .
Samantha Ruvoletto, Teng Guo, Bartkova Katarina & Daniel Zagar. (2022) How Many Syllables Do You Hear in [Skis]: One or Two?It Depends on Whether You Have Learned to Read or Not. SSRN Electronic Journal.
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