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Original Articles

What phonological deficit?

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Pages 129-141 | Published online: 30 Sep 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (54)

YiZhen Li, Jing Zhao & Hong-Yan Bi. (2023) Speech Perception in Noise Deficit in Individuals with Dyslexia: A Meta-Analysis. Scientific Studies of Reading 27:6, pages 513-528.
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Ambre Denis-Noël, Pascale Colé, Deirdre Bolger & Chotiga Pattamadilok. (2023) How Do Adults with Dyslexia Recognize Spoken Words? Evidence from Behavioral and EEG Data. Scientific Studies of Reading 0:0, pages 1-21.
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Manon Couvignou, Barbara Tillmann, Anne Caclin & Régine Kolinsky. (2023) Do developmental dyslexia and congenital amusia share underlying impairments?. Child Neuropsychology 0:0, pages 1-47.
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Layes Smail, Tibi Sana, Bouakkaz Yamina & Mohamed Rebai. (2022) Phonological Awareness Deficits in Children With Dyslexia: The Impact of Working Memory as a Function of Modality of Test Administration. Reading & Writing Quarterly 38:2, pages 184-197.
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Susana Araújo, Falk Huettig & Antje S. Meyer. (2021) What Underlies the Deficit in Rapid Automatized Naming (RAN) in Adults with Dyslexia? Evidence from Eye Movements. Scientific Studies of Reading 25:6, pages 534-549.
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Caterina Artuso, Renato Borgatti & Paola Palladino. (2021) Phonological memory updating and developmental dyslexia: The role of long-term knowledge. Child Neuropsychology 27:6, pages 718-733.
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Smail Layes, Robert Lalonde & Mohamed Rebai. (2021) Reading-related abilities underlying phonological awareness: a cross-sectional study in children with and without dyslexia. Logopedics Phoniatrics Vocology 46:3, pages 110-117.
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Kaja Egset, Bjørnar Wold, John Krogstie & Hermundur Sigmundsson. (2021) Magno App: Exploring Visual Processing in Adults with High and Low Reading Competence. Scandinavian Journal of Educational Research 65:3, pages 437-447.
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Maria Vender, Shenai Hu, Federica Mantione, Silvia Savazzi, Denis Delfitto & Chiara Melloni. (2021) Inflectional morphology: evidence for an advantage of bilingualism in dyslexia. International Journal of Bilingual Education and Bilingualism 24:2, pages 155-172.
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Costantino Schiavi, Alessandro Finzi & Mauro Cellini. (2019) Steady-State Pattern Electroretinogram and Frequency Doubling Technology in Adult Dyslexic Readers. Clinical Ophthalmology 13, pages 2451-2459.
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Marisa Giorgetti & Maria Luisa Lorusso. (2019) Specific conditions for a selective deficit in memory for order in children with dyslexia. Child Neuropsychology 25:6, pages 742-771.
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F. Y. Kwok & D. Ansari. (2019) The promises of educational neuroscience: examples from literacy and numeracy. Learning: Research and Practice 5:2, pages 189-200.
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Emilie Lam, Willem van Steenbrugge, Sarosh Kapadia & Christopher Lind. (2019) Frequency discrimination and non-lexical reading in children with auditory processing disorders: a preliminary study. Speech, Language and Hearing 22:2, pages 79-90.
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Manon Couvignou, Isabelle Peretz & Franck Ramus. (2019) Comorbidity and cognitive overlap between developmental dyslexia and congenital amusia. Cognitive Neuropsychology 36:1-2, pages 1-17.
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Maaike Vandermosten, Jan Wouters, Pol Ghesquière & Narly Golestani. (2019) Statistical Learning of Speech Sounds in Dyslexic and Typical Reading Children. Scientific Studies of Reading 23:1, pages 116-127.
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Mark R. van den Bunt, Margriet A. Groen, Steve Frost, Airey Lau, Jonathan L. Preston, Vincent L. Gracco, Kenneth R. Pugh & Ludo T. W. Verhoeven. (2018) Sensorimotor Control of Speech and Children’s Reading Ability. Scientific Studies of Reading 22:6, pages 503-516.
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M.R. van den Bunt, M.A. Groen, S. W. van der Kleij, M.W. Noordenbos, E. Segers, K.R. Pugh & L. Verhoeven. (2018) Deficient Response to Altered Auditory Feedback in Dyslexia. Developmental Neuropsychology 43:7, pages 622-641.
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Gabrielle Brawn, Saskia Kohnen, May Tassabehji & Melanie Porter. (2018) Functional basic reading skills in Williams syndrome. Developmental Neuropsychology 43:5, pages 454-477.
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Tian Hong, Lan Shuai, Stephen J Frost, Nicole Landi, Kenneth R Pugh & Hua Shu. (2018) Cortical Responses to Chinese Phonemes in Preschoolers Predict Their Literacy Skills at School Age. Developmental Neuropsychology 43:4, pages 356-369.
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Fernando Cuetos, Cristina Martínez-García & Paz Suárez-Coalla. (2018) Prosodic Perception Problems in Spanish Dyslexia. Scientific Studies of Reading 22:1, pages 41-54.
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Rebecca A. Gilbert, Graham J. Hitch & Tom Hartley. (2017) Temporal precision and the capacity of auditory–verbal short-term memory. The Quarterly Journal of Experimental Psychology 70:12, pages 2403-2418.
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Michele Blick, Tom Nicholson, James Chapman & Jeanette Berman. (2017) Does linguistic comprehension support the decoding skills of struggling readers?. Australian Journal of Learning Difficulties 22:2, pages 75-94.
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Maëlle Biotteau, Jean-Michel Albaret, Sandrine Lelong & Yves Chaix. (2017) Neuropsychological status of French children with developmental dyslexia and/or developmental coordination disorder: Are both necessarily worse than one?. Child Neuropsychology 23:4, pages 422-441.
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Sonia Kandel, Delphine Lassus-Sangosse, Géraldine Grosjacques & Cyril Perret. (2017) The impact of developmental dyslexia and dysgraphia on movement production during word writing. Cognitive Neuropsychology 34:3-4, pages 219-251.
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Ricardo Rosas, José-Pablo Escobar, María-Paz Ramírez, Alejandra Meneses & Alejandra Guajardo. (2017) Impact of a computer-based intervention in Chilean children at risk of manifesting reading difficulties / Impacto de una intervención basada en ordenador en niños chilenos con riesgo de manifestar dificultades lectoras. Journal for the Study of Education and Development 40:1, pages 158-188.
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Helen L. Breadmore & Julia M. Carroll. (2016) Effects of Orthographic, Morphological and Semantic Overlap on Short-Term Memory for Words in Typical and Atypical Development. Scientific Studies of Reading 20:6, pages 471-489.
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Devin M. Kearns, H. Jane Rogers, Taylor Koriakin & Reem Al Ghanem. (2016) Semantic and Phonological Ability to Adjust Recoding: A Unique Correlate of Word Reading Skill?. Scientific Studies of Reading 20:6, pages 455-470.
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Iris Berent, Xu Zhao, Evan Balaban & Albert Galaburda. (2016) Phonology and phonetics dissociate in dyslexia: evidence from adult English speakers. Language, Cognition and Neuroscience 31:9, pages 1178-1192.
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Falk Huettig & Esther Janse. (2016) Individual differences in working memory and processing speed predict anticipatory spoken language processing in the visual world. Language, Cognition and Neuroscience 31:1, pages 80-93.
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Arnaud Saj & Koviljka Barisnikov. (2015) Influence of spatial perception abilities on reading in school-age children. Cogent Psychology 2:1.
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Shinmin Wang & Susan E. Gathercole. (2015) Interference control in children with reading difficulties. Child Neuropsychology 21:4, pages 418-431.
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Sophie Bouton, Pascale Colé, Willy Serniclaes, Lynne G. Duncan & Anne-Lise Giraud. (2015) Atypical phonological processing impairs written word recognition in children with cochlear implants. Language, Cognition and Neuroscience 30:6, pages 684-699.
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Cecilia Nakeva Von Mentzer, Björn Lyxell, Birgitta Sahlén, Örjan Dahlström, Magnus Lindgren, Marianne Ors, Petter Kallioinen, Elisabet Engström & Inger Uhlén. (2015) Segmental and suprasegmental properties in nonword repetition – An explorative study of the associations with nonword decoding in children with normal hearing and children with bilateral cochlear implants. Clinical Linguistics & Phonetics 29:3, pages 216-235.
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Dimitris Anastasiou & Athanassios Protopapas. (2015) Difficulties in Lexical Stress Versus Difficulties in Segmental Phonology Among Adolescents With Dyslexia. Scientific Studies of Reading 19:1, pages 31-50.
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Maaike Callens, Carol Whitney, Wim Tops & Marc Brysbaert. (2013) No deficiency in left-to-right processing of words in dyslexia but evidence for enhanced visual crowding. The Quarterly Journal of Experimental Psychology 66:9, pages 1803-1817.
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Leila Kairaluoma, Minna Torppa, Jari Westerholm, Timo Ahonen & Mikko Aro. (2013) The Nature of and Factors Related to Reading Difficulties Among Adolescents in a Transparent Orthography. Scientific Studies of Reading 17:5, pages 315-332.
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Banchiamlack Dessalegn, Barbara Landau & Brenda Rapp. (2013) Consequences of severe visual-spatial deficits for reading acquisition: Evidence from Williams syndrome. Neurocase 19:4, pages 328-347.
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Iris Berent, Vered Vaknin-Nusbaum, Evan Balaban & Albert M. Galaburda. (2013) Phonological generalizations in dyslexia: The phonological grammar may not be impaired. Cognitive Neuropsychology 30:5, pages 285-310.
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Georgia Z. Niolaki & Jackie Masterson. (2013) Intervention for a multi-character processing deficit in a Greek-speaking child with surface dyslexia. Cognitive Neuropsychology 30:4, pages 208-232.
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Ian R. Mundy & Julia M. Carroll. (2013) Spelling–stress regularity effects are intact in developmental dyslexia. The Quarterly Journal of Experimental Psychology 66:4, pages 816-828.
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TrevorA. Harley, TraceyM. Oliver, LesleyJ. Jessiman & SiobhanB. G. MacAndrew. (2013) Ageing makes us dyslexic. Aphasiology 27:4, pages 490-505.
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Nathan L. Collis, Saskia Kohnen & Sachiko Kinoshita. (2013) The role of visual spatial attention in adult developmental dyslexia. The Quarterly Journal of Experimental Psychology 66:2, pages 245-260.
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IanR. Mundy & JuliaM. Carroll. (2012) Speech prosody and developmental dyslexia: Reduced phonological awareness in the context of intact phonological representations. Journal of Cognitive Psychology 24:5, pages 560-581.
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Esther Janse & Patti Adank. (2012) Predicting foreign-accent adaptation in older adults. The Quarterly Journal of Experimental Psychology 65:8, pages 1563-1585.
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Patricia Schneider-Zioga. (2012) Phonological Precedence in Dyslexia: A Case Study. Language Acquisition 19:3, pages 183-222.
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Franck Ramus & Merav Ahissar. (2012) Developmental dyslexia: The difficulties of interpreting poor performance, and the importance of normal performance. Cognitive Neuropsychology 29:1-2, pages 104-122.
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Chloe R. Marshall, Franck Ramus & Heather van der Lely. (2010) Do children with dyslexia and/or specific language impairment compensate for place assimilation? Insight into phonological grammar and representations. Cognitive Neuropsychology 27:7, pages 563-586.
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Elise de Bree & Annemarie Kerkhoff. (2010) Bempen or Bemben: Differences Between Children At-Risk of Dyslexia and Children With SLI on a Morpho-Phonological Task. Scientific Studies of Reading 14:1, pages 85-109.
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Ellen Vandewalle, Bart Boets, Pol Ghesquière & Inge Zink. (2010) Who Is At Risk for Dyslexia? Phonological Processing in Five-to Seven-Year-Old Dutch-Speaking Children With SLI. Scientific Studies of Reading 14:1, pages 58-84.
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Gian Marco Marzocchi, Sara Ornaghi & Sara Barboglio. (2009) What are the Causes of the Attention Deficits Observed in Children with Dyslexia?. Child Neuropsychology 15:6, pages 567-581.
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CraigM. Wright & ElizabethG. Conlon. (2009) Auditory and Visual Processing in Children With Dyslexia. Developmental Neuropsychology 34:3, pages 330-355.
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Harald Beneventi, Finn Egil Tønnessen & Lars Ersland. (2009) Dyslexic Children Show Short-Term Memory Deficits in Phonological Storage and Serial Rehearsal: An fMRI Study. International Journal of Neuroscience 119:11, pages 2017-2043.
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Articles from other publishers (361)

Julia Schwarz, Mikel Lizarazu, Marie Lallier & Anastasia Klimovich-Gray. (2024) Phonological deficits in dyslexia impede lexical processing of spoken words: Linking behavioural and MEG data. Cortex 171, pages 204-222.
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Liesbeth Gijbels, Adrian K. C. Lee & Jason D. Yeatman. (2023) Children with developmental dyslexia have equivalent audiovisual speech perception performance but their perceptual weights differ. Developmental Science 27:1.
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Mahmoud Keshavarzi, Giovanni M. Di Liberto, Fiona Gabrielczyk, Angela Wilson, Annabel Macfarlane & Usha Goswami. (2023) Atypical speech production of multisyllabic words and phrases by children with developmental dyslexia. Developmental Science 27:1.
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Giada Guerra, Adam Tierney, Jurgen Tijms, Anniek Vaessen, Milene Bonte & Frederic Dick. (2023) Attentional modulation of neural sound tracking in children with and without dyslexia. Developmental Science 27:1.
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Lauren Blockmans, Rogier Kievit, Jan Wouters, Pol Ghesquière & Maaike Vandermosten. (2023) Dynamics of cognitive predictors during reading acquisition in a sample of children overrepresented for dyslexia risk. Developmental Science 27:1.
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Giada Guerra, Jurgen Tijms, Adam Tierney, Anniek Vaessen, Frederic Dick & Milene Bonte. (2024) Auditory attention influences trajectories of symbol–speech sound learning in children with and without dyslexia. Journal of Experimental Child Psychology 237, pages 105761.
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Wenjuan Liu, Tian Hong, Jiuju Wang, Linjun Zhang, Limei Kang, Changming Wang, Hua Shu & Yufeng Wang. (2023) What Factors Contribute to Reading in ADHD: Examining Reading-Related Skills in Children With ADHD Only/Comorbid Developmental Dyslexia. Journal of Attention Disorders.
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Sarah Wokuri, Corentin Gonthier, Nathalie Marec‐Breton & Steve Majerus. (2023) Heterogeneity of short‐term memory deficits in children with dyslexia. Dyslexia 29:4, pages 385-407.
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Jingjing Zhao, Yueye Zhao, Zujun Song, Michel Thiebaut de Schotten, Irene Altarelli & Franck Ramus. (2023) Adaptive compensation of arcuate fasciculus lateralization in developmental dyslexia. Cortex 167, pages 1-11.
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Dafna Ben-Zion, Ella Gabitov, Tali Bitan & Anat Prior. (2023) Impaired extraction and consolidation of morphological regularities in developmental dyslexia: A domain general deficit?. Neuropsychologia 188, pages 108652.
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Petter Kallioinen, Jonas K. Olofsson & Cecilia Nakeva von Mentzer. (2023) Semantic processing in children with Cochlear Implants: A review of current N400 studies and recommendations for future research. Biological Psychology 182, pages 108655.
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Ciara Egan, Joshua S. Payne & Manon W. Jones. (2023) The impact of phonological relatedness on semantic congruency judgements in readers with dyslexia: Evidence from behavioural judgements, event related potentials and pupillometry. Neuropsychologia 184, pages 108548.
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Lucía Buil-Legaz, Javier Rodríguez-Ferreiro, Fernando Cuetos & Paz Suárez-Coalla. (2023) Spreading of phonological activation in dyslexia throughout life. Revista de Investigación en Logopedia 13:1, pages e81781.
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Ciara Egan, Anna Siyanova-Chanturia, Paul Warren & Manon W Jones. (2022) As clear as glass: How figurativeness and familiarity impact simile processing in readers with and without dyslexia. Quarterly Journal of Experimental Psychology 76:2, pages 231-247.
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Tianqiang Liu, Michel Thiebaut de Schotten, Irene Altarelli, Franck Ramus & Jingjing Zhao. (2022) Neural dissociation of visual attention span and phonological deficits in developmental dyslexia: A hub‐based white matter network analysis. Human Brain Mapping 43:17, pages 5210-5219.
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Chiara Melloni & Maria Vender. (2022) Morphological awareness in developmental dyslexia: Playing with nonwords in a morphologically rich language. PLOS ONE 17:11, pages e0276643.
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Gabrielle J. Miller & Barbara A. Lewis. (2022) Reading Skills in Children With Suspected Childhood Apraxia of Speech and Children With Reading Disorders: Same or Different?. Language, Speech, and Hearing Services in Schools 53:4, pages 985-1005.
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Eva Kimel, Itay Lieder & Merav Ahissar. (2022) Repeated series learning revisited with a novel prediction on the reduced effect of item frequency in dyslexia. Scientific Reports 12:1.
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Francesca Marra. (2022) Primary Language Impairment and Developmental Dyslexia. CHIMERA: Revista de Corpus de Lenguas Romances y Estudios Lingüísticos 9, pages 165-191.
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Ola Ozernov-Palchik, Georgios D. Sideridis, Elizabeth S. Norton, Sara D. Beach, Maryanne Wolf, John D.E. Gabrieli & Nadine Gaab. (2022) On the cusp of predictability: Disruption in the typical association between letter and word identification at critical thresholds of RAN and phonological skills. Learning and Individual Differences 97, pages 102166.
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Jeremias Braid & Fabio Richlan. (2022) The Functional Neuroanatomy of Reading Intervention. Frontiers in Neuroscience 16.
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Smail Layes & Torkia Bouakkaz. (2022) Predicting word and pseudoword reading in Arabic‐speaking children: the independent contributions of phonological and morphological awareness and visual attention. British Journal of Special Education 49:2, pages 230-260.
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Caitlin Coughler, Keelia L. Quinn de Launay, David W. Purcell, Janis Oram Cardy & Deryk S. Beal. (2022) Pediatric Responses to Fundamental and Formant Frequency Altered Auditory Feedback: A Scoping Review. Frontiers in Human Neuroscience 16.
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Melissa Scagnelli, Francesco Della Beffa & Francesca Santulli. (2022) Un intervento per il potenziamento della lettura: nuove evidenze. RICERCHE DI PSICOLOGIA:1, pages 1-25.
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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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Giorgia Mari, Pasqualina Maria Picciotti, Bianca Maria Martina, Antonella Loperfido, Felicia Zagari, Ilaria Proietti, Ylenia Longobardi & Lucia D'Alatri. (2022) Speech perception in noise in children with dyslexia: Does speech sound disorder matter?. Dyslexia 28:2, pages 202-211.
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Serena Provazza, Barbara Carretti, David Giofrè, Anne-Marie Adams, Lorena Montesano & Daniel Roberts. (2022) Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia. Annals of Dyslexia 72:1, pages 171-196.
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James H. Smith-Spark & Rebecca Gordon. (2022) Automaticity and Executive Abilities in Developmental Dyslexia: A Theoretical Review. Brain Sciences 12:4, pages 446.
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Agnieszka Dębska, Magdalena Łuniewska, Julian Zubek, Katarzyna Chyl, Agnieszka Dynak, Gabriela Dzięgiel‐Fivet, Joanna Plewko, Katarzyna Jednoróg & Anna Grabowska. (2021) The cognitive basis of dyslexia in school‐aged children: A multiple case study in a transparent orthography. Developmental Science 25:2.
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Claire Gosse, Laurence Dricot & Marie Van Reybroeck. (2022) Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia. Brain Sciences 12:2, pages 243.
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Hadeer Derawi, Eva Reinisch & Yafit Gabay. (2021) Increased reliance on top-down information to compensate for reduced bottom-up use of acoustic cues in dyslexia. Psychonomic Bulletin & Review 29:1, pages 281-292.
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Amanda Saksida. (2022) Kaj se lahko naučimo od Jacques Mehlerja, klasičnega kognitivnega znanstvenika. Psihološka obzorja / Horizons of Psychology 31, pages 1-7.
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Conrad Perry & Heidi Long. (2022) What Is Going on with Visual Attention in Reading and Dyslexia? A Critical Review of Recent Studies. Brain Sciences 12:1, pages 87.
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Aikaterini Premeti, Maria Pia Bucci & Frédéric Isel. (2022) Evidence from ERP and Eye Movements as Markers of Language Dysfunction in Dyslexia. Brain Sciences 12:1, pages 73.
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Rebecca Marchetti, Marianne Vaugoyeau, Pascale Colé & Christine Assaiante. (2022) A sensorimotor representation impairment in dyslexic adults: A specific profile of comorbidity. Neuropsychologia 165, pages 108134.
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Sara D. Beach, Sung-Joo Lim, Carlos Cardenas-Iniguez, Marianna D. Eddy, John D.E. Gabrieli & Tyler K. Perrachione. (2022) Electrophysiological correlates of perceptual prediction error are attenuated in dyslexia. Neuropsychologia 165, pages 108091.
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Linda Romanovska & Milene Bonte. (2021) How Learning to Read Changes the Listening Brain. Frontiers in Psychology 12.
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Tamara Rathcke & Chia-Yuan Lin. (2021) Towards a Comprehensive Account of Rhythm Processing Issues in Developmental Dyslexia. Brain Sciences 11:10, pages 1303.
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Sung Jun Joo. (2021) On the relationship between visual system in the reading process: learning from dyslexia research. The Korean Journal of Psychology: General 40:3, pages 329-349.
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Emilie Collette & Marie-Anne Schelstraete. (2021) Accès aux représentations sémantiques en lecture et inhibition cognitive chez les étudiants dyslexiques : l’apport de la tâche Stroop sémantique. L’Année psychologique Vol. 121:3, pages 177-215.
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Chen Cheng, Yue Yao, Zhengjun Wang & Jingjing Zhao. (2021) Visual attention span and phonological skills in Chinese developmental dyslexia. Research in Developmental Disabilities 116, pages 104015.
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Cara Verwimp, Jurgen Tijms, Patrick Snellings, Jonas M. B. Haslbeck & Reinout W. Wiers. (2021) A network approach to dyslexia: Mapping the reading network. Development and Psychopathology, pages 1-15.
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Elizabeth S. Norton, Sara D. Beach, Marianna D. Eddy, Sean McWeeny, Ola Ozernov-Palchik, Nadine Gaab & John D. E. Gabrieli. (2021) ERP Mismatch Negativity Amplitude and Asymmetry Reflect Phonological and Rapid Automatized Naming Skills in English-Speaking Kindergartners. Frontiers in Human Neuroscience 15.
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Gianluca Schiavo, Nadia Mana, Ornella Mich, Massimo Zancanaro & Remo Job. (2021) Attention‐driven read‐aloud technology increases reading comprehension in children with reading disabilities. Journal of Computer Assisted Learning 37:3, pages 875-886.
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Michel Habib. (2021) The Neurological Basis of Developmental Dyslexia and Related Disorders: A Reappraisal of the Temporal Hypothesis, Twenty Years on. Brain Sciences 11:6, pages 708.
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Pierluigi Zoccolotti, Paola Angelelli, Chiara Valeria Marinelli & Daniele Luigi Romano. (2021) A Network Analysis of the Relationship among Reading, Spelling and Maths Skills. Brain Sciences 11:5, pages 656.
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Asimina M. Ralli, Elisavet Chrysochoou, Petros Roussos, Kleopatra Diakogiorgi, Panagiota Dimitropoulou & Diamanto Filippatou. (2021) Executive Function, Working Memory, and Verbal Fluency in Relation to Non-Verbal Intelligence in Greek-Speaking School-Age Children with Developmental Language Disorder. Brain Sciences 11:5, pages 604.
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Jie Wang, Ka Chun Wu, Jianhong Mo, Wai Leung Wong, Tik Sze Carrey Siu, Catherine McBride, Kevin Kien Hoa Chung, Patrick C. M. Wong & Urs Maurer. (2021) Remediation of a phonological representation deficit in Chinese children with dyslexia: A comparison between metalinguistic training and working memory training. Developmental Science 24:3.
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Merel van Witteloostuijn, Paul Boersma, Frank Wijnen & Judith Rispens. (2021) Grammatical performance in children with dyslexia: the contributions of individual differences in phonological memory and statistical learning. Applied Psycholinguistics 42:3, pages 791-821.
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