Paired-associate learning, phoneme awareness, and learning to read.
暂无分享,去创建一个
Debbie Gooch | Charles Hulme | C. Hulme | M. Snowling | John Adams | Kristin Goetz | Debbie Gooch | Margaret J Snowling | Kristina Goetz | John Adams
[1] B. Byrne. Theories of Learning to Read , 2008 .
[2] James L. McClelland,et al. Understanding normal and impaired word reading: computational principles in quasi-regular domains. , 1996, Psychological review.
[3] Marilyn Jager Adams,et al. Beginning To Read: Thinking and Learning about Print. , 1991 .
[4] Philip T. Quinlan,et al. Building phonological knowledge into a connectionist model of the development of word naming , 1995 .
[5] F. Vellutino,et al. Verbal vs non-verbal paired-associates learning in poor and normal readers , 1975, Neuropsychologia.
[6] H Wimmer,et al. Pseudoname learning by German-speaking children with dyslexia: evidence for a phonological learning deficit. , 2000, Journal of experimental child psychology.
[7] Brian Byrne,et al. The Foundation of Literacy: The Child's Acquisition of the Alphabetic Principle , 1998 .
[8] B. Byrne,et al. Longitudinal Twin Study of Early Literacy Development: Preschool and Kindergarten Phases , 2005 .
[9] Charles Hulme,et al. Reading retardation and multi-sensory teaching , 1981 .
[10] Charles Hulme,et al. Deficits in output phonology: an explanation of reading failure? Cognit , 1992 .
[11] Mark S. Seidenberg,et al. Modeling the Successes and Failures of Interventions for Disabled Readers , 2003 .
[13] C. Hulme,et al. Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. , 2004, Developmental psychology.
[14] Guy L. Bond,et al. The Cooperative Research Program in First‐Grade Reading Instruction , 1997 .
[15] A. Monk,et al. Learning to read: the role of short-term memory and phonological skills. , 1994, Journal of experimental child psychology.
[16] M. Coltheart,et al. Varieties of developmental dyslexia , 1993, Cognition.
[17] Charles Hulme,et al. Phonemes, rimes and the mechanisms of early reading development. , 2002 .
[18] Mark S. Seidenberg,et al. Phonology, reading acquisition, and dyslexia: insights from connectionist models. , 1999, Psychological review.
[19] P. D. de Jong,et al. Word, nonword, and visual paired associate learning in Dutch dyslexic children. , 2003, Journal of experimental child psychology.
[20] M. Snowling,et al. The relationship between paired associate learning and phonological skills in normally developing readers. , 2001, Journal of experimental child psychology.
[21] Charles Hulme,et al. Phonemes, rimes and language skills as foundations of early reading development: Evidence from a longitudinal study. , 2004 .
[22] B. Byrne,et al. Longitudinal twin study of early literacy development: Preschool through Grade 1 , 2006 .
[23] Jane Oakhill,et al. Reading Development and the Teaching of Reading , 2002 .
[24] James L. McClelland,et al. A distributed, developmental model of word recognition and naming. , 1989, Psychological review.
[25] Charles Hulme,et al. The science of reading: A handbook. , 2005 .
[26] H. Scarborough,et al. Very early language deficits in dyslexic children. , 1990, Child development.
[27] Jeanne Sternlicht Chall,et al. Learning to Read: The Great Debate , 1967 .
[28] Uta Frith,et al. Family risk of dyslexia is continuous: individual differences in the precursors of reading skill. , 2003, Child development.
[29] H. Goodglass,et al. Reading retardation and the information content of stimuli in paired associate learning. , 1970, Cortex; a journal devoted to the study of the nervous system and behavior.
[30] J. Lyle,et al. Effect of incentives upon retarded and normal readers on a visual-associated learning task. , 1971, Journal of experimental child psychology.
[31] Mark S. Seidenberg,et al. See Dick RAN: Rapid Naming and the Longitudinal Prediction of Reading Subskills in First and Second Graders , 1999 .
[32] B. Byrne,et al. Assessment and Early Instruction of Preschool Children at Risk for Reading Disability. , 2005 .
[33] John Mc Leod,et al. Some Psycholinguistic Correlates of Reading Disability in Young Children , 1967 .
[34] Edward R. Sipay,et al. Cognitive profiles of difficult-to-remediate and readily remediated poor readers : Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific Reading disability , 1996 .
[35] J M VANDERPLAS,et al. The association value of random shapes. , 1959, Journal of experimental psychology.
[36] F. Vellutino,et al. Semantic and phonological coding in poor and normal readers. , 1995, Journal of experimental child psychology.
[37] H. Wimmer,et al. Poor Reading: A Deficit in Skill-Automatization or a Phonological Deficit? , 1998 .
[38] Linnea C. Ehri,et al. Phases of development in learning to read words by sight , 1995 .