Predicting Word Reading and Spelling in First Graders with Dyslexia
Minwha Yang, Bobae Kim, Jongmin Ra
Commun Sci Disord. 2017;22(4):690-704. Published online 2017 Dec 31 DOI: https://doi.org/10.12963/csd.17432
Citations to this article as recorded by 
The Effect of Phonics Intervention for Adult with Dyslexia: Case Study
Ki-ju Kim
Communication Sciences & Disorders.2022; 27(3): 558. CrossRef
Relationship between ‘Language and Emergent Literacy’ before School Age and Literacy Performance Levels for First and Second Graders: Data Mining Decision Tree Model Analysis
Eun Ju Lee
Communication Sciences & Disorders.2021; 26(3): 568. CrossRef
Developmental Characteristics of Spelling Ability according to the Types of Linguistic Units (Word/Sentence) for Lower Grade Elementary School Children
Eun Yi Ko, Myungsun Shin, Mibae Kim
Communication Sciences & Disorders.2020; 25(2): 266. CrossRef
Predicting Word Reading and Word Writing of Kindergarteners with Phonology, Orthography, Morpho-semantics
Sangeun Won, Hyoeun Won, Woojeong Jang, Joungmin Lee, Soyeong Pae
Communication Sciences & Disorders.2020; 25(3): 517. CrossRef
Korean first graders’ word decoding skills, phonological awareness,
rapid automatized naming, and letter knowledge with/without developmental
dyslexia
Yuna Yang, Soyeong Pae
Phonetics and Speech Sciences.2018; 10(2): 51. CrossRef
Korean first graders’ word decoding skills, phonological awareness, rapid automatized naming, and letter knowledge with/without developmental dyslexia
Yuna Yang, Soyeong Pae
Phonetics and Speech Sciences.2018; 10(2): 51. CrossRef