Pages that link to "Q36094253"
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The following pages link to Extra-large letter spacing improves reading in dyslexia (Q36094253):
Displaying 50 items.
- Visual Illusions: An Interesting Tool to Investigate Developmental Dyslexia and Autism Spectrum Disorder (Q26747538) (← links)
- Reading the dyslexic brain: multiple dysfunctional routes revealed by a new meta-analysis of PET and fMRI activation studies. (Q27012941) (← links)
- Encoding order and developmental dyslexia: a family of skills predicting different orthographic components. (Q30411632) (← links)
- Review of neural rehabilitation programs for dyslexia: how can an allophonic system be changed into a phonemic one? (Q30416949) (← links)
- Reading performance is enhanced by visual texture discrimination training in Chinese-speaking children with developmental dyslexia (Q30429338) (← links)
- Spatial and temporal attention in developmental dyslexia. (Q30437169) (← links)
- Brain Knowledge and the Prevalence of Neuromyths among Prospective Teachers in Greece (Q30853822) (← links)
- Perceptual learning as a possible new approach for remediation and prevention of developmental dyslexia (Q33357334) (← links)
- Visuo-spatial cueing in children with differential reading and spelling profiles (Q33884013) (← links)
- Adults with dyslexia demonstrate large effects of crowding and detrimental effects of distractors in a visual tilt discrimination task. (Q34128225) (← links)
- (Con)text-specific effects of visual dysfunction on reading in posterior cortical atrophy. (Q34325655) (← links)
- A Special Font for People with Dyslexia: Does it Work and, if so, why? (Q34527224) (← links)
- Cortical signatures of dyslexia and remediation: an intrinsic functional connectivity approach (Q34586068) (← links)
- Shorter lines facilitate reading in those who struggle (Q34936944) (← links)
- E-readers are more effective than paper for some with dyslexia (Q34995128) (← links)
- The effect of font size on reading comprehension on second and fifth grade children: bigger is not always better (Q34998972) (← links)
- Increased resting-state functional connectivity of visual- and cognitive-control brain networks after training in children with reading difficulties (Q35864941) (← links)
- Helping dyslexic children attend to letters within visual word forms (Q36094381) (← links)
- Constraints on Letter-in-String Identification in Peripheral Vision: Effects of Number of Flankers and Deployment of Attention (Q36678432) (← links)
- A longitudinal investigation of the relationship between crowding and reading: A neurodegenerative approach (Q36891020) (← links)
- Visual processing during natural reading (Q36941299) (← links)
- The Diagnosis and Treatment of Reading and/or Spelling Disorders in Children and Adolescents (Q37176645) (← links)
- Modelling reading development through phonological decoding and self-teaching: implications for dyslexia (Q37399834) (← links)
- Reading proficiency and adaptability in orthographic processing: an examination of the effect of type of orthography read on brain activity in regular and dyslexic readers (Q37505192) (← links)
- Neuroscience and education: prime time to build the bridge (Q38199600) (← links)
- Default spacing is the optimal spacing for word reading (Q38423862) (← links)
- A perceptual learning deficit in Chinese developmental dyslexia as revealed by visual texture discrimination training. (Q38434151) (← links)
- Multiple Causal Links Between Magnocellular-Dorsal Pathway Deficit and Developmental Dyslexia (Q38960743) (← links)
- Developmental dyslexia and vision (Q40794961) (← links)
- Selective Neural Synchrony Suppression as a Forward Gatekeeper to Piecemeal Conscious Perception (Q40867399) (← links)
- Magnocellular-dorsal pathway and sub-lexical route in developmental dyslexia (Q41068014) (← links)
- Spatial attention in written word perception (Q41886800) (← links)
- Interletter spacing and dyslexia (Q42337516) (← links)
- Naming fluency in dyslexic and nondyslexic readers: differential effects of visual crowding in foveal, parafoveal, and peripheral vision (Q44266031) (← links)
- A different vision of dyslexia: Local precedence on global perception (Q47102948) (← links)
- Neither action nor phonological video games make dyslexic children read better (Q47547341) (← links)
- The Effects of Visual Attention Span and Phonological Decoding in Reading Comprehension in Dyslexia: A Path Analysis (Q47643383) (← links)
- The effects of letter spacing and coloured overlays on reading speed and accuracy in adult dyslexia. (Q47686980) (← links)
- Exploring the Link between Visual Perception, Visual-Motor Integration, and Reading in Normal Developing and Impaired Children using DTVP-2. (Q48154387) (← links)
- TMS on right frontal eye fields induces an inflexible focus of attention (Q48343617) (← links)
- Sensory theories of developmental dyslexia: three challenges for research. (Q48465609) (← links)
- Too little or too much? Parafoveal preview benefits and parafoveal load costs in dyslexic adults (Q48650501) (← links)
- No deficiency in left-to-right processing of words in dyslexia but evidence for enhanced visual crowding (Q49136498) (← links)
- Dyslexie font does not benefit reading in children with or without dyslexia (Q50075737) (← links)
- Adults with dyslexia can use cues to orient and constrain attention but have a smaller and weaker attention spotlight. (Q50591623) (← links)
- The DCDC2 intron 2 deletion impairs illusory motion perception unveiling the selective role of magnocellular-dorsal stream in reading (dis)ability (Q50631391) (← links)
- The deficit of letter processing in developmental dyslexia: combining evidence from dyslexics, typical readers and illiterate adults (Q50702670) (← links)
- Does Extra Interletter Spacing Help Text Reading in Skilled Adult Readers? (Q51287942) (← links)
- Do alternating-color words facilitate reading aloud text in Chinese? Evidence with developing and adult readers. (Q52091641) (← links)
- Visual attention span performance in German-speaking children with differential reading and spelling profiles: No evidence of group differences. (Q55282932) (← links)