Orthographic learning during reading: the role of whole-word visual processing-Reference-Cited by-同舟云学术

Orthographic learning during reading: the role of whole-word visual processing

Published:2013-01-25 Issue:2 Volume:38 Page:141-158
ISSN:0141-0423
Container-title:Journal of Research in Reading
language:en
Short-container-title:Journal of Research in Reading

Author:

Bosse Marie-line¹,Chaves Nathalie²,Largy Pierre³,Valdois Sylviane¹

Affiliation:

1. Laboratoire de Psychologie et Neuro-Cognition (UMR5105, CNRS); Université Pierre Mendès France; Grenoble France

2. Laboratoire Octogone-ECCD (EA4156); Université Toulouse II le Mirail; Toulouse France

3. Laboratoire de Psychologie du Développement et Processus de Socialisation (EA1687); Université Toulouse II le Mirail; Toulouse France

Publisher

Wiley

Subject

Psychology (miscellaneous),Developmental and Educational Psychology,Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1467-9817.2012.01551.x/fullpdf

Reference38 articles.

1. A connectionist multi-trace memory model of polysyllabic word reading;Ans;Psychological Review,1998

2. The prelingually deaf reader: A case of reliance on direct lexical access;Beech;Journal of Research in Reading,1997

3. Developmental dyslexia: The visual attention span hypothesis;Bosse;Cognition,2007

4. Bosse , M.-L. Valdois , S. 2008 Orthographic acquisition depends on early visual attention span: A longitudinal study Paper presented at the 7th British Dyslexia Association International Conference Harrogate, UK

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