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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 December 31    DOI:

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Knowledge of conditional spelling patterns supports word spelling among Danish fifth graders
Journal of Research in Reading. 2016;40(3):313-332   Crossref logo
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Word Recognition and Spelling Processes in Specific Reading Disabled and Garden-variety Poor Readers
Dyslexia. 1996;2(3):167-174   Crossref logo
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Predicting responsiveness to a sustained reading and spelling intervention in children with dyslexia
Dyslexia. 2019;25(2):190-206   Crossref logo
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The Role of Morphological and Phonological Awareness in the Early Development of Word Spelling and Reading in Typically Developing and Disabled Arabic Readers
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Using Arabic Word Identification Fluency to Monitor First-grade Reading Progress
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Morpheme-based Reading and Spelling in Italian Children with Developmental Dyslexia and Dysorthography
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Predicting reading and spelling difficulties in transparent and opaque orthographies: a comparison between Scandinavian and US/Australian children
Dyslexia. 2010;n/a-n/a   Crossref logo
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Reading and spelling acquisition in French first graders: Longitudinal evidence
Reading and Writing. 1995;7(1):39-63   Crossref logo
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Predicting the future achievement of second graders with reading disabilities: Contributions of phonemic awareness, verbal memory, rapid naming, and IQ
Annals of Dyslexia. 1998;48(1):115-136   Crossref logo
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The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling
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This metadata service is kindly provided by CrossRef from May 29, 2014. Commun Sci Disord has participated in CrossRef Text and Data Mining service since March 1, 2015.