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Developmental Neuropsychology Volume 36, 2011 - Issue 7: Advancing Neuroscience Through a Systems Approach
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Original Articles

Does Development Affect the Error-Related Negativity of Impaired and Skilled Readers?: An ERP Study

Tzipi Horowitz-Kraus Faculty of Education, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, IsraelCorrespondence[email protected]
Pages 914-932 | Published online: 06 Oct 2011

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Yafit Gabay, Simone G. Shamay-Tsoory & Liat Goldfarb. (2016) Cognitive and emotional empathy in typical and impaired readers and its relationship to reading competence. Journal of Clinical and Experimental Neuropsychology 38:10, pages 1131-1143.
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Articles from other publishers (21)

Tzipi Horowitz‐Kraus. (2023) The Role of Executive Functions in Fluent Reading: Lessons from Reading Acquisition and Remediation. Mind, Brain, and Education 17:4, pages 373-382.
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Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti & Benjamin B. Rickles. (2022) The role of word knowledge in error detection: a challenge to the broken error monitor account of dyslexia. Annals of Dyslexia 72:2, pages 384-402.
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Rune Boen, Daniel S. Quintana, Cecile D. Ladouceur & Christian K. Tamnes. (2022) Age‐related differences in the error‐related negativity and error positivity in children and adolescents are moderated by sample and methodological characteristics: A meta‐analysis. Psychophysiology 59:6.
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Rola Farah, Silvio Ionta & Tzipi Horowitz-Kraus. (2021) Neuro-Behavioral Correlates of Executive Dysfunctions in Dyslexia Over Development From Childhood to Adulthood. Frontiers in Psychology 12.
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Michael J. Imburgio, Iulia Banica, Kaylin E. Hill, Anna Weinberg, Dan Foti & Annmarie MacNamara. (2020) Establishing norms for error-related brain activity during the arrow Flanker task among young adults. NeuroImage 213, pages 116694.
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Lidan Freedman, Michal Zivan, Rola Farah & Tzipi Horowitz-Kraus. (2020) Greater functional connectivity within the cingulo-opercular and ventral attention networks is related to better fluent reading: A resting-state functional connectivity study. NeuroImage: Clinical 26, pages 102214.
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Tzipi Horowitz-Kraus, Kelly J. Brunst & Kim M. Cecil. (2018) Children With Dyslexia and Typical Readers: Sex-Based Choline Differences Revealed Using Proton Magnetic Resonance Spectroscopy Acquired Within Anterior Cingulate Cortex. Frontiers in Human Neuroscience 12.
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Emma Twait, Rola Farah & Tzipi Horowitz-Kraus. (2018) Decreased functional connectivity of the salience network during narrative comprehension in children with reading difficulties: An fMRI study. NeuroImage: Clinical 20, pages 987-992.
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Gorka Fraga González, Gojko Žarić, Jurgen Tijms, Milene Bonte & Maurits van der Molen. (2017) Contributions of Letter-Speech Sound Learning and Visual Print Tuning to Reading Improvement: Evidence from Brain Potential and Dyslexia Training Studies. Brain Sciences 7:12, pages 10.
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M. Soriano-Ferrer & E. Piedra Martínez. (2017) A review of the neurobiological basis of dyslexia in the adult population. Neurología (English Edition) 32:1, pages 50-57.
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M. Soriano-Ferrer & E. Piedra Martínez. (2017) Una revisión de las bases neurobiológicas de la dislexia en población adulta. Neurología 32:1, pages 50-57.
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Tzipi Horowitz-Kraus. (2016) Can the Error-Monitoring System Differentiate ADHD From ADHD With Reading Disability? Reading and Executive Dysfunction as Reflected in Error Monitoring. Journal of Attention Disorders 20:10, pages 889-902.
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Tzipi Horowitz-Kraus. (2016) Improvement of the Error-detection Mechanism in Adults with Dyslexia Following Reading Acceleration Training. Dyslexia 22:2, pages 173-189.
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Silvan F.A. Smulders, Eric Soetens & Maurits W. van der Molen. (2016) What happens when children encounter an error?. Brain and Cognition 104, pages 34-47.
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Michal Balass, Laura K. Halderman, Erik M. Benau & Charles A. Perfetti. (2016) Semantic processes and individual differences detected through error-related negativities. Journal of Neurolinguistics 37, pages 82-97.
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Tzipi Horowitz-Kraus & John S. Hutton. (2015) From emergent literacy to reading: how learning to read changes a child's brain. Acta Paediatrica 104:7, pages 648-656.
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Tzipi Horowitz‐Kraus, Jennifer J. Vannest, Darren Kadis, Nicole Cicchino, Yingying Y. Wang & Scott K. Holland. (2014) Reading acceleration training changes brain circuitry in children with reading difficulties. Brain and Behavior 4:6, pages 886-902.
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Dror Kraus & Tzipi Horowitz-Kraus. (2014) The Effect of Learning on Feedback-Related Potentials in Adolescents with Dyslexia: An EEG-ERP Study. PLoS ONE 9:6, pages e100486.
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Tzipi Horowitz-Kraus & Zvia Breznitz. (2014) Can reading rate acceleration improve error monitoring and cognitive abilities underlying reading in adolescents with reading difficulties and in typical readers?. Brain Research 1544, pages 1-14.
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Tzipi Horowitz-Kraus & Zvia Breznitz. (2012) Compensated Dyslexics Have a More Efficient Error Detection System Than Noncompensated Dyslexics. Journal of Child Neurology 28:10, pages 1266-1276.
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Tzipi Horowitz-Kraus. 2012. Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices. Reading, Writing, Mathematics and the Developing Brain: Listening to Many Voices 113 130 .

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