- Learning with sublexical information from emerging reading vocabularies in exceptionally early and normal reading development.G. Brian Thompson, Claire M. Fletcher-Flinn, Kathryn J. Wilson, Michael F. McKay & Valerie G. Margrain - 2015 - Cognition 136 (C):166-185.details
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Beginning readers activate semantics from sub-word orthography.Kate Nation & Joanne Cocksey - 2009 - Cognition 110 (2):273-278.details
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The development of the orthographic consistency effect in speech recognition: From sublexical to lexical involvement.Paulo Ventura, José Morais & Régine Kolinsky - 2007 - Cognition 105 (3):547-576.details
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Developmental dyslexia: The visual attention span deficit hypothesis.Marie-Line Bosse, Marie Josèphe Tainturier & Sylviane Valdois - 2007 - Cognition 104 (2):198-230.details
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Do current connectionist learning models account for reading development in different languages?Florian Hutzler, Johannes C. Ziegler, Conrad Perry, Heinz Wimmer & Marco Zorzi - 2004 - Cognition 91 (3):273-296.details
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Is there a causal link from phonological awareness to success in learning to read?Anne Castles & Max Coltheart - 2004 - Cognition 91 (1):77-111.details
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A mechanism of implicit lexicalized phonological recoding used concurrently with underdeveloped explicit letter-sound skills in both precocious and normal reading development.Claire M. Fletcher-Flinn & G. Brian Thompson - 2004 - Cognition 90 (3):303-335.details
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Towards a psychology of literacy: on the relations between speech and writing.D. R. Olson - 1996 - Cognition 60 (1):83-104.details
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A case study of an English-Japanese bilingual with monolingual dyslexia.Taeko Nakayama Wydell & Brian Butterworth - 1999 - Cognition 70 (3):273-305.details
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Subtypes of developmental dyslexia: Testing the predictions of the dual-route and connectionist frameworks.Robin L. Peterson, Bruce F. Pennington & Richard K. Olson - 2013 - Cognition 126 (1):20-38.details
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Chicken or egg? Untangling the relationship between orthographic processing skill and reading accuracy.S. Hélène Deacon, Jenna Benere & Anne Castles - 2012 - Cognition 122 (1):110-117.details
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Alphabetic and nonalphabetic L1 effects in English word identification: a comparison of Korean and Chinese English L2 learners. [REVIEW]Min Wang, Keiko Koda & Charles A. Perfetti - 2003 - Cognition 87 (2):129-149.details
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Evidence for multiple routes in learning to read.Jonathan Grainger, Bernard Lété, Daisy Bertand, Stéphane Dufau & Johannes C. Ziegler - 2012 - Cognition 123 (2):280-292.details
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Bringing development into a universal model of reading.S. Hélène Deacon - 2012 - Behavioral and Brain Sciences 35 (5):284.details
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Towards a universal model of reading.Ram Frost, Christina Behme, Madeleine El Beveridge, Thomas H. Bak, Jeffrey S. Bowers, Max Coltheart, Stephen Crain, Colin J. Davis, S. Hélène Deacon & Laurie Beth Feldman - 2012 - Behavioral and Brain Sciences 35 (5):263.details
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A Computational and Empirical Investigation of Graphemes in Reading.Conrad Perry, Johannes C. Ziegler & Marco Zorzi - 2013 - Cognitive Science 37 (5):800-828.details
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Simplifying Reading: Applying the Simplicity Principle to Reading.Janet I. Vousden, Michelle R. Ellefson, Jonathan Solity & Nick Chater - 2011 - Cognitive Science 35 (1):34-78.details
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Influences of First and Second Language Phonology on Spanish Children Learning to Read in English.Carmen Hevia-Tuero, Sara Incera & Paz Suárez-Coalla - 2022 - Frontiers in Psychology 13.details
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Spanish L2 Chinese Learners’ Awareness of Morpho-Syntactic Structures in the Reading Comprehension of Splittable Compounds.Ziming Lu, Ying Dai & Yicheng Wu - 2022 - Frontiers in Psychology 12:783869.details
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Do serial order short-term memory and long-term learning abilities predict spelling skills in school-age children?Laura Ordonez Magro, Steve Majerus, Lucie Attout, Martine Poncelet, Eleonore H. M. Smalle & Arnaud Szmalec - 2021 - Cognition 206 (C):104479.details
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(1 other version)Children With Reading Difficulty Rely on Unimodal Neural Processing for Phonemic Awareness.Melissa Randazzo, Emma B. Greenspon, James R. Booth & Chris McNorgan - 2019 - Frontiers in Human Neuroscience 13.details
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Developmental Changes in the Relationship Between Character Reading Ability and Orthographic Awareness in Chinese.Dan Lin, Jianhong Mo, Yingyi Liu & Hong Li - 2019 - Frontiers in Psychology 10.details
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Novel Word Learning: Event-Related Brain Potentials Reflect Pure Lexical and Task-Related Effects.Beatriz Bermúdez-Margaretto, David Beltrán, Fernando Cuetos & Alberto Domínguez - 2019 - Frontiers in Human Neuroscience 13.details
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The Relationship Between Reading Fluency and Arithmetic Fact Fluency and Their Shared Cognitive Skills: A Developmental Perspective.Reut Balhinez & Shelley Shaul - 2019 - Frontiers in Psychology 10.details
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Cracking the Code: The Impact of Orthographic Transparency and Morphological-Syllabic Complexity on Reading and Developmental Dyslexia.Elisabeth Borleffs, Ben A. M. Maassen, Heikki Lyytinen & Frans Zwarts - 2019 - Frontiers in Psychology 9.details
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Predictive Models of Word Reading Fluency in Hebrew.Adi Shechter, Orly Lipka & Tami Katzir - 2018 - Frontiers in Psychology 9.details
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Brain Signatures of New Words: Visual Repetition in Associative and Non-associative Contexts.Beatriz Bermúdez-Margaretto, David Beltrán, Fernando Cuetos & Alberto Domínguez - 2018 - Frontiers in Human Neuroscience 12.details
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Atypical White Matter Connectivity in Dyslexic Readers of a Fairly Transparent Orthography.Gojko Žarić, Inge Timmers, Patty Gerretsen, Gorka Fraga González, Jurgen Tijms, Maurits W. van der Molen, Leo Blomert & Milene Bonte - 2018 - Frontiers in Psychology 9:308630.details
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What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach.Pascale Colé, Eddy Cavalli, Lynne G. Duncan, Anne Theurel, Edouard Gentaz, Liliane Sprenger-Charolles & Abdessadek El-Ahmadi - 2018 - Frontiers in Psychology 9:306247.details
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Development and Relationships Between Phonological Awareness, Morphological Awareness and Word Reading in Spoken and Standard Arabic.Rachel Schiff & Elinor Saiegh-Haddad - 2018 - Frontiers in Psychology 9.details
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Phonetic radicals, not phonological coding systems, support orthographic learning via self-teaching in Chinese.Luan Li, Hua-Chen Wang, Anne Castles, Miao-Ling Hsieh & Eva Marinus - 2018 - Cognition 176 (C):184-194.details
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Phonological Awareness and Rapid Automatized Naming Are Independent Phonological Competencies With Specific Impacts on Word Reading and Spelling: An Intervention Study.Caroline Vander Stappen & Marie Van Reybroeck - 2018 - Frontiers in Psychology 9.details
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Screening Protocol for Early Identification of Brazilian Children at Risk for Dyslexia.Giseli D. Germano, Alexandra B. P. De C. César & Simone A. Capellini - 2017 - Frontiers in Psychology 8.details
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Orthographic learning, fast and slow: Lexical competition effects reveal the time course of word learning in developing readers.Niina Tamura, Anne Castles & Kate Nation - 2017 - Cognition 163 (C):93-102.details
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ERPs Reveal the Time-Course of Aberrant Visual-Phonological Binding in Developmental Dyslexia.Manon W. Jones, Jan-Rouke Kuipers & Guillaume Thierry - 2016 - Frontiers in Human Neuroscience 10.details
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Order short-term memory is not impaired in dyslexia and does not affect orthographic learning.Eva Staels & Wim Van den Broeck - 2014 - Frontiers in Human Neuroscience 8.details
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Functional neuroanatomy of developmental dyslexia: the role of orthographic depth.Fabio Richlan - 2014 - Frontiers in Human Neuroscience 8.details
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Individual and developmental differences in semantic priming: Empirical and computational support for a single-mechanism account of lexical processing.David C. Plaut & James R. Booth - 2000 - Psychological Review 107 (4):786-823.details
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Spelling Acquisition in English and Italian: A Cross-Linguistic Study.Chiara V. Marinelli, Cristina Romani, Cristina Burani & Pierluigi Zoccolotti - 2015 - Frontiers in Psychology 6.details
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Learning to read as the formation of a dynamic system: evidence for dynamic stability in phonological recoding.Claire M. Fletcher-Flinn - 2014 - Frontiers in Psychology 5:82583.details
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How does the interaction between spelling and motor processes build up during writing acquisition?Sonia Kandel & Cyril Perret - 2015 - Cognition 136 (C):325-336.details
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Learning Orthographic Structure With Sequential Generative Neural Networks.Alberto Testolin, Ivilin Stoianov, Alessandro Sperduti & Marco Zorzi - 2016 - Cognitive Science 40 (3):579-606.details
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Becoming a written word: Eye movements reveal order of acquisition effects following incidental exposure to new words during silent reading.Holly S. S. L. Joseph, Elizabeth Wonnacott, Paul Forbes & Kate Nation - 2014 - Cognition 133 (1):238-248.details
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Lexical orthographic knowledge develops from the beginning of literacy acquisition.Catherine Martinet, Sylviane Valdois & Michel Fayol - 2004 - Cognition 91 (2):B11-B22.details
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Learning to read with underdeveloped phonemic awareness but lexicalized phonological recoding: a case study of a 3-year-old.C. Fletcher-Flinn - 2000 - Cognition 74 (2):177-208.details
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Developmental dyslexia: The visual attention span deficit hypothesis.Marie-Line Bosse, Marie-Josèphe Tainturier & Sylviane Valdois - 2007 - Cognition 104 (2):198-230.details
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Gepo with a G, or Jepo with a J? Skilled Readers Generate Orthographic Expectations for Novel Spoken Words Even When Spelling is Uncertain.Mina Jevtović, Alexia Antzaka & Clara D. Martin - 2022 - Cognitive Science 46 (3):e13118.details
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Finding the man amongst many: A developmental perspective on mechanisms of morphological decomposition.Nicola Dawson, Kathleen Rastle & Jessie Ricketts - 2021 - Cognition 211 (C):104605.details
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Correlates of Orthographic Learning in Swedish Children With Cochlear Implants.Malin Wass, Ulrika Löfkvist, Lena Anmyr, Eva Karltorp, Elisabet Östlund & Björn Lyxell - 2019 - Frontiers in Psychology 10.details
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Phonological and orthographic coding in deaf skilled readers.Noemi Fariña, Jon Andoni Duñabeitia & Manuel Carreiras - 2017 - Cognition 168 (C):27-33.details
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