共 9 条
[1]
Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor ofcomprehension skill. Demont E,Gombert J E. British Journal of Educational Psychology . 1996
[2]
Regularity Effects and the Phonological Deficit Model of Reading Disabilities: A Meta-AnalyticReview. Jamie L,Metsala Keith E,Stanovich et al. Educational Psychology . 1998
[3]
Phonological skills are important in learning to read Chinese. Ho Connie Suk-Han,Bryant Peter. Developmental Psychobiology . 1997
[4]
Learning disabled and average readers’ working memory and comprehension: does metacognition playa role. H Lee Swanson,Marcy Trahan. British Journal of Educational Psychology . 1996
[5]
The Double-Deficit Hypothesis for the Developmental Dyslexias. Maryanne Wolf,Patricia Greig Bowers. Journal of EducationalPsychology . 1999
[6]
Subtypes of Reading Disability: Variability Around a Phonological Core. Robin D Morris,Sally E,Shaywitz et al. Journal ofEducational Psychology . 1998
[7]
Snowling, Individual Differences in Contextual Facilitation: Evidence from Dyslexia and Poor ReadingComprehension. Kate Nation,Margaret J. Child Development . 1998
[8]
Working memory deficits of reading disabled children. de Jong,Peter F. Journal of Experiment . 1998
[9]
Drawing performance in children with special learning difficulties. Mati-Zissi Heleni Zafiropoulou Maria et al. Perceptual and MotorSkill . 1998