Using our current understanding of dyslexia to support early identification and intervention (Q35960671)

11 August 2017

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title

Using our current understanding of dyslexia to support early identification and intervention (English)

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Christopher Schatschneider

11 August 2017

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series ordinal

object named as

Christopher Schatschneider

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11 August 2017

Joseph K Torgesen

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11 August 2017

language of work or name

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1 October 2004

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Journal of Child Neurology

11 August 2017

published in

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11 August 2017

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11 August 2017

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11 August 2017

page(s)

759-765

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Development of phonological and orthographic skill: a 2-year longitudinal study of dyslexic children

11 August 2017

cites work

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https://api.crossref.org/works/10.1177%2F08830738040190100501

Intensive remedial instruction for children with severe reading disabilities: immediate and long-term outcomes from two instructional approaches.

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F08830738040190100501

Cognitive antecedents of early reading ability: a test of the modularity hypothesis.

21 January 2018

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Is there a causal link from phonological awareness to success in learning to read?

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F08830738040190100501

Phonological dyslexia and dysgraphia in a highly literate subject: a developmental case with associated deficits of phonemic processing and awareness

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F08830738040190100501

A case study of developmental phonological dyslexia

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F08830738040190100501

The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first-grade children

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F08830738040190100501

Understanding the relations between RAN letter subtest components and word reading in first-grade students.

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F08830738040190100501

The role of speed of processing, rapid naming, and phonological awareness in reading achievement

21 January 2018

1 reference

https://api.crossref.org/works/10.1177%2F08830738040190100501

10.1177/08830738040190100501

21 January 2018

Identifiers

DOI

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11 August 2017

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