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Open access

Research article

First published 2021-10

A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2

Dennis Murphy Odo

Sage Open

Open access

Research article

First published 2014-10

Catch Them Before They Fall

Marita Saldanha, Anand Siddaiah, Avinash M. Veerappa [...]

Sage Open

Retricted access

Research article

First published 2009-04

Modeling the Relationships Between Cognitive and Reading Measures in Third and Fourth Grade Children

David E. Wood

Journal of Psychoeducational Assessment

Retricted access

Research article

First published 1974-11

The Effect of Orthographic Structure and Lexical Meaning on “Same-different” Judgments

Roderick W. Barron, John B. Pittenger

Quarterly Journal of Experimental Psychology

Retricted access

Review article

First published 2021-10

Importance of prosodic awareness when learning how to read in primary school students ( Importancia de la conciencia prosódica en el aprendizaje de la lectura en estudiantes de educación primaria )

Raúl Gutiérrez-Fresneda, Elena Jiménez-Pérez, María-Isabel De Vicente-Yagüe-Jara

Culture and Education: Cultura y Educación

Retricted access

Research article

First published 1990-10

Comparing Good and Poor Spellers of Equal Reading and Verbal Abilities

Jeanne Ellis Ormrod

Perceptual and Motor Skills

Retricted access

Research article

First published 2013-2

Toward Exploiting EEG Input in a Reading Tutor

Kai-min Chang, Jessica Nelson, Udip Pant [...]

International Journal of Artificial Intelligence in Education: The European Journal on Artificial Intelligence

Retricted access

Research article

First published 2018-10

Assessing phonological awareness in Italian children with and without developmental dyslexia: The contribution of a new pseudo-word blending task

Maria Chiara Fastame, Anna Cardis, Daniela Callai

School Psychology International

Retricted access

Research article

First published 2019-11

Learning Lexical Information Depends Upon Task,Learning Approach,and Reader Subtype

Neena M. Saha, Stephanie N. Del Tufo, Laurie E. Cutting

Journal of Learning Disabilities

Retricted access

Research article

First published 2021-10

Relationship between naming speed,cognitive processes and decoding skills in normal readers in primary education ( Relación entre la velocidad de denominación,los procesos cognitivos y habilidades de decodificación en estudiantes normolectores de educación primaria )

Alfredo E. Ramos-Tresguerres, Rebeca Cerezo, Débora Areces [...]

Culture and Education: Cultura y Educación

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