Phonological Awareness and Rapid Automatized Naming as Longitudinal Predictors of Reading in Five Alphabetic Orthographies with Varying Degrees of Consistency
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1510936
Is Statistical Learning Ability Related to Reading Ability, and If So, Why?
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1482304
Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1466303
Hearing Matters More Than Seeing: A Cross-Modality Study of Statistical Learning and Reading Ability
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1485680
The Role of Statistical Learning in Word Reading and Spelling Development: More Questions Than Answers
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1549045
Reading and the Neurocognitive Bases of Statistical Learning
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1457681
Statistical Learning of Speech Sounds in Dyslexic and Typical Reading Children
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1473404
Spelling Performance in Children with Developmental Language Disorder: A Meta-Analysis across European Languages
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1491584
Quantity and Diversity of Preliteracy Language Exposure Both Affect Literacy Development: Evidence from a Computational Model of Reading
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1529177
Evidence of Statistical Learning of Orthographic Representations in Grades 1–5: The Case of Silent Letters and Double Consonants in French
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1482303
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1598413
The Role of Linguistic Diversity in the Prediction of Early Reading Comprehension: A Quantile Regression Approach
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1509864
Spelling Errors Impede Recognition of Correctly Spelled Word Forms
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2017.1359274
Common Neural Basis of Motor Sequence Learning and Word Recognition and Its Relation With Individual Differences in Reading Skill
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1451533
A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1580284
Sequential Implicit Learning Ability Predicts Growth in Reading Skills in Typical Readers and Children with Dyslexia
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1491582
The Relationship Between Intrinsic Motivation and Reading Comprehension: Mediating Effects of Reading Amount and Metacognitive Knowledge of Strategy Use
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1602836
Morphological Processing Before and During Children’s Spelling
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1499745
Protective Factors and Compensation in Resolving Dyslexia
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1603543
Exploring the Space Between Good and Poor Spelling: Orthographic Quality and Reading Speed
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1508213
The Unique Role of Early Spelling in the Prediction of Later Literacy Performance
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1573242
Investigating the Double-Deficit Hypothesis in More and Less Transparent Orthographies: A Longitudinal Study from Preschool to Grade 2
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1610410
Lexical and Sublexical Phonological Effects in Chinese Silent and Oral Reading
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1583232
Causal Attribution Profiles as a Function of Reading Skills, Hyperactivity, and Inattention
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1529767
Is a Frequency Effect Observed in Eye Movements During Text Reading? A Comparison Between Developing and Expert Readers
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1571064
Visual-Syntactic Text Format: Improving Adolescent Literacy
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1561700
Spelling, Reading Abilities and Speech Perception in Deaf Children with a Cochlear Implant
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1613407
Word Reading Skills and Externalizing and Internalizing Problems from Grade 1 to Grade 2—Developmental Trajectories and Bullying Involvement in Grade 3
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1497036
Category Learning in Poor Comprehenders
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1566908
Auditory Morphological Knowledge in Adults with Dyslexia: The Importance of Semantic Information
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1568440
The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1620749
Variation is the Spice of Spelling: The Effect of Implicit Cues on Dutch Past Tense Spelling is Dependent on Age and Literacy, but Not on Task Format
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1579217
Gender Cue Effects in Children’s Pronoun Processing: A Longitudinal Eye Tracking Study
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2019.1617293
Does Childhood Reading Disability or Its Continuance Into Adulthood Underlie Problems in Adult-Age Psychosocial Well-Being? A Follow-Up Study
来源期刊：Scientific Studies of ReadingDOI：10.1080/10888438.2018.1561698
