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  1. Cognitive Predictors of Word and Pseudoword Reading in Spanish First-Grade Children.María J. González-Valenzuela, Félix Díaz-Giráldez & María D. López-Montiel - 2016 - Frontiers in Psychology 7.
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  • Phonological recoding and self-teaching: sine qua non of reading acquisition.David L. Share - 1995 - Cognition 55 (2):151-218.
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  • Preschool Phonological and Morphological Awareness As Longitudinal Predictors of Early Reading and Spelling Development in Greek.Vassiliki Diamanti, Angeliki Mouzaki, Asimina Ralli, Faye Antoniou, Sofia Papaioannou & Athanassios Protopapas - 2017 - Frontiers in Psychology 8.
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  • The Longitudinal Contribution of Early Morphological Awareness Skills to Reading Fluency and Comprehension in Greek.George Manolitsis, Ioannis Grigorakis & George K. Georgiou - 2017 - Frontiers in Psychology 8.
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  • DRC: A dual route cascaded model of visual word recognition and reading aloud.Max Coltheart, Kathleen Rastle, Conrad Perry, Robyn Langdon & Johannes Ziegler - 2001 - Psychological Review 108 (1):204-256.
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  • Understanding normal and impaired word reading: Computational principles in quasi-regular domains.David C. Plaut, James L. McClelland, Mark S. Seidenberg & Karalyn Patterson - 1996 - Psychological Review 103 (1):56-115.
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  • Phonology, reading acquisition, and dyslexia: Insights from connectionist models.Michael W. Harm & Mark S. Seidenberg - 1999 - Psychological Review 106 (3):491-528.
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  • Computing the Meanings of Words in Reading: Cooperative Division of Labor Between Visual and Phonological Processes.Michael W. Harm & Mark S. Seidenberg - 2004 - Psychological Review 111 (3):662-720.
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  • Use of derivational morphology during reading.Andrea Tyler & William Nagy - 1990 - Cognition 36 (1):17-34.
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  • Morpheme-based reading aloud: Evidence from dyslexic and skilled Italian readers.Cristina Burani, Stefania Marcolini, Maria De Luca & Pierluigi Zoccolotti - 2008 - Cognition 108 (1):243-262.
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