Beginning Readers’ Use of Orthographic Analogies in Word Reading

By Bowey J.A.   Vaughan L.   Hansen J.  

Journal of Experimental Child Psychology, Vol. 68, Iss. 2, 1998-02 ,pp. : 108-133

Academic Press

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The Representation of Sublexical Orthographic-Phonologic Correspondences: Evidence from Phonological Dyslexia

By Martin Mary F. Lesch Randi C.  

The Quarterly Journal of Experimental Psychology A, Vol. 51, Iss. 4, 1998-11 ,pp. : 905-938

Routledge Ltd

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An Examination of the Simple View of Reading Among Beginning Readers in Malay

By Lee Lay Wah   Wheldall Kevin  

Reading Psychology, Vol. 30, Iss. 3, 2009-05 ,pp. : 250-264

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Transfer Effects across Contextual and Linguistic Boundaries: Evidence from Poor Readers

By Bourassa D.C.   Levy B.A.   Dowin S.   Casey A.  

Journal of Experimental Child Psychology, Vol. 71, Iss. 1, 1998-10 ,pp. : 45-61

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Syntactic mediation is not obligatory during lexical access: Evidence from a single-case study of Welsh Aphasia

By Leek E.C.   Wyn R.   Tainturier M.-J.  

Brain and Cognition, Vol. 53, Iss. 2, 2003-11 ,pp. : 268-272

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