The impact of orthographic consistency on dyslexia: A German-English comparison

Author:

Landerl Karin,Wimmer Heinz,Frith Uta

Publisher

Elsevier BV

Subject

Cognitive Neuroscience,Linguistics and Language,Developmental and Educational Psychology,Language and Linguistics,Experimental and Cognitive Psychology

Reference33 articles.

1. Bamberger, R. and Vanecek, E. (1984). Lesen–Verstehen–Lernen–Schreiben: Die Schwierigkeitsstufen von Texten in deutscher Sprache [Reading–understanding–learning–spelling: The degrees of difficulty of texts in German language]. Vienna: Jugend und Volk.

2. Clark, H.H. (1973). The language-as-fixed-fallacy: A critique of language statistics in psychological research. Journal of Verbal Learning and Verbal Behavior, 12, 335–359.

3. Cossu, G., Gugliotta, M. and Marshall, J.C. (1995). Acquisition of reading and written spelling in a transparent orthography: Two non-parallel processes? Reading and Writing, 7, 9–22.

4. Ehri, L.C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. Gough, L.C. Ehri and R. Treiman, (Eds.), Reading acquisition (pp. 107–143), Hillsdale, NJ: Erlbaum.

5. Elliot, C.D. (1992). British Ability Scales: Spelling Scale. Windsor: NFER-Nelson.

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