Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
Author:
Affiliation:
1. Department of Experimental PsychologyUniversity of Oxford Oxford UK
2. Department of EducationUniversity of Oslo Oslo Norway
3. Department of PsychologyUniversity of Leeds Leeds UK
4. Department of EducationUniversity of Oxford Oxford UK
Funder
Wellcome Trust
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12723
Reference51 articles.
1. Speech Perception in Children with Specific Reading Difficulties (Dyslexia)
2. Assessing Mediational Models: Testing and Interval Estimation for Indirect Effects
3. CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children
4. Auditory processing, speech perception and phonological ability in pre-school children at high-risk for dyslexia: A longitudinal study of the auditory temporal processing theory
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