Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia-Reference-Cited by-同舟云学术

Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia

Published:2017-05-19 Issue:3-4 Volume:34 Page:119-143
ISSN:0264-3294
Container-title:Cognitive Neuropsychology
language:en
Short-container-title:Cognitive Neuropsychology

Author:

Hepner Christopher¹^ORCID,McCloskey Michael²,Rapp Brenda²

Affiliation:

1. Department of Neurology, Johns Hopkins University, Baltimore, MD, USA

2. Department of Cognitive Science, Johns Hopkins University, Baltimore, MD, USA

Funder

Johns Hopkins Science of Learning Institute

National Institutes of Health

Johns Hopkins University

National Institute on Deafness and Other Communication Disorders

Publisher

Informa UK Limited

Subject

Cognitive Neuroscience,Arts and Humanities (miscellaneous),Developmental and Educational Psychology,Experimental and Cognitive Psychology,Neuropsychology and Physiological Psychology

Link

https://www.tandfonline.com/doi/pdf/10.1080/02643294.2017.1375904

Reference106 articles.

1. Components of the mental lexicon

2. Characteristics of Writing Disorders in Italian Dyslexic Children

3. Single or dual orthographic representations for reading and spelling? A study of Italian dyslexic–dysgraphic and normal children

4. A connectionist multiple-trace memory model for polysyllabic word reading.

5. Developmental graphemic buffer dysgraphia in English: A single case study

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