Auditory attention influences trajectories of symbol–speech sound learning in children with and without dyslexia-Reference-Cited by-同舟云学术

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Auditory attention influences trajectories of symbol–speech sound learning in children with and without dyslexia

Published:2024-01 Issue: Volume:237 Page:105761
ISSN:0022-0965
Container-title:Journal of Experimental Child Psychology
language:en
Short-container-title:Journal of Experimental Child Psychology

Author:

Guerra Giada,Tijms Jurgen,Tierney Adam,Vaessen Anniek,Dick Frederic,Bonte Milene

Publisher

Elsevier BV

Subject

Developmental and Educational Psychology,Experimental and Cognitive Psychology

Reference94 articles.

1. Executive functions for reading and writing in typical literacy development and dyslexia;Altemeier;Journal of Clinical and Experimental Neuropsychology,2008

2. A lab-controlled simulation of a letter–speech sound binding deficit in dyslexia;Aravena;Journal of Experimental Child Psychology,2013

3. Predicting responsiveness to intervention in dyslexia using dynamic assessment;Aravena;Learning and Individual Differences,2016

4. Predicting individual differences in reading and spelling skill with artificial script-based letter–speech sound training;Aravena;Journal of Learning Disabilities,2017

5. Beyond the core-deficit hypothesis in developmental disorders;Astle;Current Directions in Psychological Science,2020

Cited by 2 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Unraveling individual differences in learning potential: A dynamic framework for the case of reading development;Developmental Cognitive Neuroscience;2024-04

2. Action video games normalise the phonemic awareness in pre-readers at risk for developmental dyslexia;npj Science of Learning;2024-03-21

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