Cargando…

Temporal Resolution Ability in Students with Dyslexia and Reading and Writing Disorders

Introduction The Gaps-in-Noise (GIN) test assesses the hearing ability of temporal resolution. The development of this ability can be considered essential for learning how to read. Objective Identify temporal resolution in individuals diagnosed with reading and writing disorders compared with subjec...

Descripción completa

Detalles Bibliográficos
Autores principales:	Chaubet, Juliana, Pereira, Liliane, Perez, Ana Paula
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Thieme Publicações Ltda 2014
Materias:	Article
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4297012/ https://www.ncbi.nlm.nih.gov/pubmed/25992081 http://dx.doi.org/10.1055/s-0033-1363465

Ejemplares similares

Morpheme-Based Reading and Writing in Spanish Children with Dyslexia
por: Suárez-Coalla, Paz, et al.
Publicado: (2017)

Reading disorders and dyslexia
por: Hulme, Charles, et al.
Publicado: (2016)

Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia
por: Brèthes, Hélène, et al.
Publicado: (2022)

Rhythm perception and production predict reading abilities in developmental dyslexia
por: Flaugnacco, Elena, et al.
Publicado: (2014)

Phonological working memory and reading in students with dyslexia
por: de Carvalho, Carolina A. F., et al.
Publicado: (2014)

Contrasting group analysis of Brazilian students with dyslexia and good readers using the computerized reading and writing assessment battery “BALE”
por: Toledo Piza, Carolina M. J., et al.
Publicado: (2014)

Effects of Phonological Training on the Reading and Reading-Related Abilities of Hong Kong Children with Dyslexia
por: Wang, Li-Chih
Publicado: (2017)

The Role of Visual-Spatial Abilities in Dyslexia: Age Differences in Children’s Reading?
por: Giovagnoli, Giulia, et al.
Publicado: (2016)

The Effectiveness of the Barton’s Intervention Program on Reading Comprehension and Reading Attitude of Students with Dyslexia
por: Mihandoost, Zeinab, et al.
Publicado: (2011)

Inhibition and Updating, but Not Switching, Predict Developmental Dyslexia and Individual Variation in Reading Ability
por: Doyle, Caoilainn, et al.
Publicado: (2018)

The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities
por: Li, Zhaoyu, et al.
Publicado: (2022)

Foreign language reading and spelling in gifted students with dyslexia in secondary education
por: van Viersen, Sietske, et al.
Publicado: (2017)

Training communication abilities in Rett Syndrome through reading and writing
por: Fabio, Rosa Angela, et al.
Publicado: (2013)

Association Between Resting-State Functional Connectivity and Reading in Two Writing Systems in Japanese Children With and Without Developmental Dyslexia
por: Hashimoto, Teruo, et al.
Publicado: (2020)

Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension
por: Snowling, Margaret J., et al.
Publicado: (2019)

Writing proficiency in English as L2 in Spanish children with dyslexia
por: Álvarez-Cañizo, Marta, et al.
Publicado: (2023)

Students' perceptions of the writing strategies employed in the english reading and writing skills course : /
por: Villafuerte Bianchi, María Fernanda
Publicado: (2012)

A Common Left Occipito-Temporal Dysfunction in Developmental Dyslexia and Acquired Letter-By-Letter Reading?
por: Richlan, Fabio, et al.
Publicado: (2010)

An interaction-dominant perspective on reading fluency and dyslexia
por: Wijnants, M. L., et al.
Publicado: (2012)

The Functional Neuroanatomy of Developmental Dyslexia Across Languages and Writing Systems
por: Richlan, Fabio
Publicado: (2020)

Reactivity of the triple task on writing processes and product in adults with dyslexia
por: Olujić Tomazin, Marina, et al.
Publicado: (2023)

"Ability to write :factors that affect students who write in English"/
por: Juárez Aguilar, José Luis
Publicado: (2004)

Atypical Relationships Between Neurofunctional Features of Print-Sound Integration and Reading Abilities in Chinese Children With Dyslexia
por: Xia, Zhichao, et al.
Publicado: (2022)

Perception of speech therapy and education students about their experiences and practices in reading and writing academic genre texts
por: Guarinello, Ana Cristina, et al.
Publicado: (2022)

The relation between the severity of reading disorder and visual functions among children with dyslexia
por: Darvishi, Azam, et al.
Publicado: (2021)

The effectiveness of an intervention program -barton intervention program- on reading fluency of Iranian students with dyslexia
por: Azizifar, Akbar, et al.
Publicado: (2019)

Brain Bases of Reading Fluency in Typical Reading and Impaired Fluency in Dyslexia
por: Christodoulou, Joanna A., et al.
Publicado: (2014)

Rapid Naming in Brazilian Students with Dyslexia and Attention Deficit Hyperactivity Disorder
por: Alves, Luciana Mendonça, et al.
Publicado: (2016)

Reading assessment in ADHD and dyslexia in Brazilian teenagers
por: Seabra, A. G., et al.
Publicado: (2023)

Action video games improve reading abilities and visual-to-auditory attentional shifting in English-speaking children with dyslexia
por: Franceschini, Sandro, et al.
Publicado: (2017)

Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia
por: Gosse, Claire, et al.
Publicado: (2022)

Eye movements and the perceptual span in disordered reading: A comparison of schizophrenia and dyslexia
por: Whitford, Veronica, et al.
Publicado: (2023)

A universal reading network and its modulation by writing system and reading ability in French and Chinese children
por: Feng, Xiaoxia, et al.
Publicado: (2020)

Improving reading skills in students with dyslexia: the efficacy of a sublexical training with rhythmic background
por: Bonacina, Silvia, et al.
Publicado: (2015)

The Influence of Reading Texts on L2 Reading-to-Write Argumentative Writing
por: Qin, Jingjing, et al.
Publicado: (2021)

Preventing Children From Developing Dyslexia: A Premature Writing Hypothesis
por: Mather, David S.
Publicado: (2022)

The effect of audio-support on strategy, time, and performance on reading comprehension in secondary school students with dyslexia
por: Knoop-van Campen, C. A. N., et al.
Publicado: (2021)

Screening for Dyslexia Using Eye Tracking during Reading
por: Nilsson Benfatto, Mattias, et al.
Publicado: (2016)

Recent update on reading disability (dyslexia) focused on neurobiology
por: Kim, Sung Koo
Publicado: (2021)

Shared storybook reading with children at family risk of dyslexia
por: Hamilton, Lorna G., et al.
Publicado: (2021)

Cannot write session to /tmp/vufind_sessions/sess_3evij9317uda3pnk7fvhtctnt0