Helping children with reading difficulties: some things we have learned so far

por McArthur, Genevieve, Castles, Anne
Publicado 2017

Embedded stems as a bootstrapping mechanism for morphological parsing during reading development

por Beyersmann, Elisabeth, Grainger, Jonathan, Castles, Anne
Publicado 2019

Acquisition of orthographic forms via spoken complex word training

por Beyersmann, Elisabeth, Wegener, Signy, Spencer, Jasmine, Castles, Anne
Publicado 2022

Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers

por Schmalz, Xenia, Robidoux, Serje, Castles, Anne, Marinus, Eva
Publicado 2020

The locus of impairment in English developmental letter position dyslexia

por Kezilas, Yvette, Kohnen, Saskia, McKague, Meredith, Castles, Anne
Publicado 2014

Tracking orthographic learning in children with different profiles of reading difficulty

por Wang, Hua-Chen, Marinus, Eva, Nickels, Lyndsey, Castles, Anne
Publicado 2014

Low self-concept in poor readers: prevalence, heterogeneity, and risk

por McArthur, Genevieve, Castles, Anne, Kohnen, Saskia, Banales, Erin
Publicado 2016

Automatic morpheme identification across development: Magnetoencephalography (MEG) evidence from fast periodic visual stimulation

por Pescuma, Valentina N., Ktori, Maria, Beyersmann, Elisabeth, Sowman, Paul F., Castles, Anne, Crepaldi, Davide
Publicado 2022

Nap effects on preschool children’s learning of letter‐sound mappings

por Wang, Hua‐Chen, Nation, Kate, Gaskell, M. Gareth, Robidoux, Serje, Weighall, Anna, Castles, Anne
Publicado 2022

Taking the Book from the Bookshelf: Masked Constituent Priming Effects from Compound Words and Nonwords

por Beyersmann, Elisabeth, Kezilas, Yvette, Coltheart, Max, Castles, Anne, Ziegler, Johannes C., Taft, Marcus, Grainger, Jonathan
Publicado 2018