The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia
Author:
Affiliation:
1. Parenting and Special Education Research Unit; KU Leuven; Belgium
2. Laboratory for Experimental ORL; KU Leuven; Belgium
Publisher
Wiley
Subject
Cognitive Neuroscience,Developmental and Educational Psychology
Link
http://onlinelibrary.wiley.com/wol1/doi/10.1111/desc.12453/fullpdf
Reference80 articles.
1. Berko , J. 1958 The child's learning of English morphology Radcliffe College
2. Preschool impairments in auditory processing and speech perception uniquely predict future reading problems;Boets;Research in Developmental Disabilities,2011
3. Auditory temporal information processing in preschool children at family risk for dyslexia: relations with phonological abilities and developing literacy skills;Boets;Brain and Language,2006
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;Boets;Neuropsychologia,2007
5. The effects of morphological instruction on literacy skills: a systematic review of the literature;Bowers;Review of Educational Research,2010
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2. Lexical Morphology as a Source of Risk and Resilience for Learning to Read With Dyslexia: An fNIRS Investigation;Journal of Speech, Language, and Hearing Research;2024-07-09
3. Detección Temprana de la Dislexia en la Etapa de Educación Infantil;Anuario de Psicología Educativa Aplicada;2024
4. Neural responses to natural and enhanced speech edges in children with and without dyslexia;Frontiers in Human Neuroscience;2023-09-28
5. The role of suprathreshold auditory processing abilities in children with specific learning disorder;International Journal of Pediatric Otorhinolaryngology;2023-09
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