Learning to read: a theoretical synthesis (Q40883159)

24 September 2017

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title

Learning to read: a theoretical synthesis (English)

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24 September 2017

Learning to Read: A Theoretical Synthesis (English)

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2

Hulme C

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24 September 2017

3

Snowling MJ

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24 September 2017

Charles Hulme

2

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Margaret J. Snowling

series ordinal

3

object named as

Margaret J. Snowling

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author name string

Rack JP

series ordinal

1

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24 September 2017

John P. Rack

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1

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publication date

1 January 1993

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Advances in Child Development and Behavior

24 September 2017

1993

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published in

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24 September 2017

volume

24

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24 September 2017

page(s)

99-132

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Unfixed reference, monocular occlusion, and developmental dyslexia--a critique

24 September 2017

cites work

1 reference

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7 January 2021

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7 January 2021

Categorizing sounds and learning to read—a causal connection

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7 January 2021

The development of spelling knowledge and its role in reading acquisition and reading disability

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7 January 2021

Planum temporale asymmetry, reappraisal since Geschwind and Levitsky

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7 January 2021

Lesioning an attractor network: investigations of acquired dyslexia

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https://api.crossref.org/works/10.1016%2FS0065-2407%2808%2960301-8

7 January 2021

The implausibility of low-level visual deficits as a cause of children's reading difficulties

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https://api.crossref.org/works/10.1016%2FS0065-2407%2808%2960301-8

7 January 2021

Connectionism and learning to read: Steps towards a psychologically plausible model

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7 January 2021

Dyslexia and brain morphology

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7 January 2021

Psychophysical evidence for sustained and transient detectors in human vision

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https://api.crossref.org/works/10.1016%2FS0065-2407%2808%2960301-8

7 January 2021

The relation between linguistic structure and associative theories of language learning--a constructive critique of some connectionist learning models

1 reference

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7 January 2021

MRI evaluation of the size and symmetry of the planum temporale in adolescents with developmental dyslexia

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7 January 2021

Interaction of information in word recognition

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7 January 2021

Specific deficits in component reading and language skills: genetic and environmental influences.

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7 January 2021

Using genetics to understand dyslexia

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7 January 2021

On language and connectionism: analysis of a parallel distributed processing model of language acquisition

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7 January 2021

Orthographic and phonetic coding in developmental dyslexia

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7 January 2021

A distributed, developmental model of word recognition and naming

1 reference

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7 January 2021

Sources of individual differences in reading acquisition

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7 January 2021

Specific reading disability: identification of an inherited form through linkage analysis

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7 January 2021

Familial dyslexia: use of genetic linkage data to define subtypes

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7 January 2021

Explaining the differences between the dyslexic and the garden-variety poor reader: the phonological-core variable-difference model

1 reference

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7 January 2021

A twin study of genetic influences on reading and spelling ability and disability.

1 reference

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7 January 2021

Does reading develop in a sequence of stages?

1 reference

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7 January 2021

Onsets and rimes as units of spoken syllables: evidence from children.

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7 January 2021

Word identification in reading and the promise of subsymbolic psycholinguistics

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https://api.crossref.org/works/10.1016%2FS0065-2407%2808%2960301-8

7 January 2021

Family history as an indicator of risk for reading disability.

1 reference

https://api.crossref.org/works/10.1016%2FS0065-2407%2808%2960301-8

7 January 2021

10.1016/S0065-2407(08)60301-8

Identifiers

DOI

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