Developmental Trajectories of Phonological Information Processing in Upper Elementary Students With Reading or Spelling Disabilities-Reference-Cited by-同舟云学术

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Developmental Trajectories of Phonological Information Processing in Upper Elementary Students With Reading or Spelling Disabilities

Published:2020-02-14 Issue:1 Volume:56 Page:143-171
ISSN:0034-0553
Container-title:Reading Research Quarterly
language:en
Short-container-title:Read Res Q

Author:

Schmidt Claudia,Brandenburg Janin,Busch Jenny,Büttner Gerhard,Grube Dietmar,Mähler Claudia,Hasselhorn Marcus

Funder

Bundesministerium für Bildung und Forschung

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.299

Reference107 articles.

1. How does working memory work in the classroom?;Alloway T.P.;Educational Research Review,2006

2. A structural analysis of working memory and related cognitive skills in young children

3. Rapid automatized naming and reading performance: A meta-analysis.

4. Modeling the relationships between cognitive–linguistic skills and literacy skills: New insights from a transparent orthography.

Cited by 3 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. Early oral language precursors of different types of reading difficulties in a consistent orthography;Frontiers in Education;2022-09-23

2. Lernstörungen: Ein unvermeidbares Schicksal?;Zeitschrift für Pädagogische Psychologie;2022-01

3. Differences in oral language growth between children with and without literacy difficulties: evidence from early phases of learning to read and spell in Greek;Australian Journal of Learning Difficulties;2021-07-03

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