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Applied Neuropsychology: Child Volume 10, 2021 - Issue 1
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Articles

Effects of rapid automatized naming and phonological awareness deficits on the reading ability of Arabic-speaking elementary students

Mahmoud GharaibehUnited Arab Emirates University, Abu-Dhabi, Al-AinCorrespondence[email protected]
,
Abdel Aziz SartawiUnited Arab Emirates University, Abu-Dhabi, Al-Ain
,
Hamzeh DodeenUnited Arab Emirates University, Abu-Dhabi, Al-Ain
&
Mohammed AlzyoudiUnited Arab Emirates University, Abu-Dhabi, Al-Ain
Pages 1-13 | Published online: 08 Apr 2019

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Read on this site (2)

Özer Akgün & Gönül Akçamete. (2023) The Efficacy of the Reading Intervention Programme (OKU-GEL) in Developing the Fluent Reading Skills of Students with Dyslexia. Reading & Writing Quarterly 0:0, pages 1-26.
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Mohammed Alhwaiti. (2022) Phonological awareness and rapid automatized naming as predictors of early literacy skills among children with mild to borderline intellectual functioning. Applied Neuropsychology: Child 0:0, pages 1-9.
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Articles from other publishers (3)

Gad Elbeheri. 2023. Handbook of Literacy in Africa. Handbook of Literacy in Africa 103 120 .
Desiré Carioti, Natale Stucchi, Carlo Toneatto, Marta Franca Masia, Martina Broccoli, Sara Carbonari, Simona Travellini, Milena Del Monte, Roberta Riccioni, Antonella Marcelli, Mirta Vernice, Maria Teresa Guasti & Manuela Berlingeri. (2022) Rapid Automatized Naming as a Universal Marker of Developmental Dyslexia in Italian Monolingual and Minority-Language Children. Frontiers in Psychology 13.
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Vesela Milankov, Slavica Golubović, Tatjana Krstić & Špela Golubović. (2021) Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography. International Journal of Environmental Research and Public Health 18:10, pages 5440.
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