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Jamie Ward. (2021) Synaesthesia as a model system for understanding variation in the human mind and brain. Cognitive Neuropsychology 38:4, pages 259-278.
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Elizabeth Schaughency, Sebastian Suggate & Elaine Reese. (2017) Links between early oral narrative and decoding skills and later reading in a New Zealand sample. Australian Journal of Learning Difficulties 22:2, pages 109-132.
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Christopher Hepner, Michael McCloskey & Brenda Rapp. (2017) Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia. Cognitive Neuropsychology 34:3-4, pages 119-143.
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Michael McCloskey & Brenda Rapp. (2017) Developmental dysgraphia: An overview and framework for research. Cognitive Neuropsychology 34:3-4, pages 65-82.
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Articles from other publishers (6)
Xenia Schmalz, Barbara Treccani & Claudio Mulatti. (2021) Developmental Dyslexia, Reading Acquisition, and Statistical Learning: A Sceptic’s Guide. Brain Sciences 11:9, pages 1143.
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Giulia Crisci, Sara Caviola, Ramona Cardillo & Irene C. Mammarella. (2021) Executive Functions in Neurodevelopmental Disorders: Comorbidity Overlaps Between Attention Deficit and Hyperactivity Disorder and Specific Learning Disorders. Frontiers in Human Neuroscience 15.
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Pierluigi Zoccolotti, Maria De Luca, Chiara Valeria Marinelli & Donatella Spinelli. (2020) Testing the Specificity of Predictors of Reading, Spelling and Maths: A New Model of the Association Among Learning Skills Based on Competence, Performance and Acquisition. Frontiers in Human Neuroscience 14.
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Pierluigi Zoccolotti, Maria De Luca, Chiara Valeria Marinelli & Donatella Spinelli. (2020) Predicting individual differences in reading, spelling and maths in a sample of typically developing children: A study in the perspective of comorbidity. PLOS ONE 15:4, pages e0231937.
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S. Provazza, D. Giofrè, A.-M. Adams & D. J. Roberts. (2019) The Clock Counts – Length Effects in English Dyslexic Readers. Frontiers in Psychology 10.
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Xenia Schmalz, Gianmarco Altoè & Claudio Mulatti. (2016) Statistical learning and dyslexia: a systematic review. Annals of Dyslexia 67:2, pages 147-162.
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