Research Priorities and Practice
Author:
Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-03930-0_12
Reference66 articles.
1. Provazza S, Adams AM, Giofre D, et al. Double Trouble: Visual and Phonological Impairments in English Dyslexic Readers. Front Psychol 2019;10:2725. doi: https://doi.org/10.3389/fpsyg.2019.02725 [published Online First: 2020/01/11]
2. Valdois S, Reilhac C, Ginestet E, et al. Varieties of Cognitive Profiles in Poor Readers: Evidence for a VAS-Impaired Subtype. J Learn Disabil 2020:22219420961332. doi: https://doi.org/10.1177/0022219420961332 [published Online First: 2020/09/29]
3. O'Brien G, Yeatman JD. Bridging sensory and language theories of dyslexia: Toward a multifactorial model. Dev Sci 2020:e13039. doi: https://doi.org/10.1111/desc.13039 [published Online First: 2020/10/07]
4. Peters JL, De Losa L, Bavin EL, et al. Efficacy of dynamic visuo-attentional interventions for reading in dyslexic and neurotypical children: A systematic review. Neurosci Biobehav Rev 2019;100:58-76. doi: https://doi.org/10.1016/j.neubiorev.2019.02.015
5. McArthur G, Sheehan Y, Badcock NA, et al. Phonics training for English-speaking poor readers. Cochrane Database Syst Rev 2018;11:CD009115. doi: https://doi.org/10.1002/14651858.CD009115.pub3
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