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Scientific Studies of Reading Volume 5, 2001 - Issue 4
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Original Articles

Cognitive Abilities and Print Exposure in Surface and Phonological Types of Reading Disability

Stefan Gustafson
Pages 351-375 | Published online: 19 Nov 2009

Citations (14)

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Read on this site (2)

Ulrika Wolff. (2009) Phonological and Surface Subtypes among University Students with Dyslexia. International Journal of Disability, Development and Education 56:1, pages 73-91.
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Amanda Truman & NevilleW. Hennessey. (2006) The locus of naming difficulties in children with dyslexia: Evidence of inefficient phonological encoding. Language and Cognitive Processes 21:4, pages 361-393.
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Articles from other publishers (12)

Rauno Parrila, George K. Georgiou & Timothy C. Papadopoulos. (2020) Dyslexia in a consistent orthography: Evidence from reading‐level match design. Dyslexia 26:4, pages 343-358.
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Rauno Parrila, Dean Dudley, Shuang Song & George K. Georgiou. (2019) A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies. Annals of Dyslexia 70:1, pages 1-26.
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Quintino R. Mano & Julia M. Guerin. (2017) Direct and indirect effects of print exposure on silent reading fluency. Reading and Writing 31:2, pages 483-502.
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Katherine Strasser, Daniela Vergara & M. Francisca del Río. (2017) Contributions of print exposure to first and second grade oral language and reading in Chile. Journal of Research in Reading 40, pages S87-S106.
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Stacy L. Birch. (2014) Prevalence and Profile of Phonological and Surface Subgroups in College Students With a History of Reading Disability. Journal of Learning Disabilities 49:4, pages 339-353.
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Neville W. Hennessey, Adele Deadman & Cori Williams. (2010) Semantic effects on word naming in children with developmental dyslexia. Journal of Research in Reading 35:3, pages 267-286.
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Evelyne CorcosDale M. Willows. (2008) Processing Words Varying in Personal Familiarity (Based on Reading and Spelling) by Poor Readers and Age-Matched and Reading-Matched Controls. Remedial and Special Education 30:4, pages 195-206.
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Sandra Lyn Martin-Chang & Odette N. Gould. (2008) Revisiting print exposure: exploring differential links to vocabulary, comprehension and reading rate. Journal of Research in Reading 31:3, pages 273-284.
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Stefan Gustafson, Janna Ferreira & Jerker Rönnberg. (2007) Phonological or orthographic training for children with phonological or orthographic decoding deficits. Dyslexia 13:3, pages 211-229.
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Jennifer S. Burt. (2006) What is orthographic processing skill and how does it relate to word identification in reading?. Journal of Research in Reading 29:4, pages 400-417.
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Anne Castles. (2006) The dual route model and the developmental dyslexias. London Review of Education.
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Nathlie A. Badian. (2005) Does a visual-orthographic deficit contribute to reading disability?. Annals of Dyslexia 55:1, pages 28-52.
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