| 1 | Oral language intervention in the late primary school years is effective: evidence from a randomised control trial | 6.3 | 6 | Citations (PDF) |
| 2 | The Reading Is Language Model: A Theoretical Framework for Language and Reading Development and Intervention | 3.2 | 17 | Citations (PDF) |
| 3 | Risk Factors for Dyslexia: Addressing Oral Language Deficits | 1.8 | 7 | Citations (PDF) |
| 4 | Literacy instruction from afar: evidence for the effectiveness of a remotely delivered language-rich reading programme | 1.4 | 4 | Citations (PDF) |
| 5 | Oral language enrichment in preschool improves children's language skills: a cluster randomised controlled trial | 6.3 | 25 | Citations (PDF) |
| 6 | LanguageScreen: The Development, Validation, and Standardization of an Automated Language Assessment App | 2.2 | 16 | Citations (PDF) |
| 7 | When Alternative Analyses of the Same Data Come to Different Conclusions: A Tutorial Using
DeclareDesign
With a Worked Real-World Example | 7.2 | 0 | Citations (PDF) |
| 8 | Challenges for implementation in diverse settings: reflections on two randomised controlled trials of educational interventions in South American communities | 2.3 | 11 | Citations (PDF) |
| 9 | Scaling up early language intervention in educational settings: First steps matter | 2.2 | 4 | Citations (PDF) |
| 10 | App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial. | 3.2 | 23 | Citations (PDF) |
| 11 | The nature and causes of children's grammatical difficulties: Evidence from an intervention to improve past tense marking in children with Down syndrome | 2.8 | 7 | Citations (PDF) |
| 12 | Delivering language intervention at scale: promises and pitfalls | 1.7 | 19 | Citations (PDF) |
| 13 | Domain-specific skills, but not fine-motor or executive function, predict later arithmetic and reading in children | 3.2 | 16 | Citations (PDF) |
| 14 | Early language intervention improves behavioral adjustment in school: Evidence from a cluster randomized trial | 3.6 | 8 | Citations (PDF) |
| 15 | Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people | 7.5 | 117 | Citations (PDF) |
| 16 | Sustained Attention, Not Procedural Learning, is a Predictor of Reading, Language and Arithmetic Skills in Children | 3.4 | 29 | Citations (PDF) |
| 17 | Early Handwriting Ability Predicts the Growth of Children’s Spelling, but Not Reading, Skills | 3.4 | 31 | Citations (PDF) |
| 18 | Language difficulties are a shared risk factor for both reading disorder and mathematics disorder | 1.9 | 50 | Citations (PDF) |
| 19 | Annual Research Review: Reading disorders revisited – the critical importance of oral language | 6.3 | 127 | Citations (PDF) |
| 20 | Early language screening and intervention can be delivered successfully at scale: evidence from a cluster randomized controlled trial | 6.3 | 40 | Citations (PDF) |
| 21 | A rare missense variant in the
ATP2C2
gene is associated with language impairment and related measures | 2.9 | 14 | Citations (PDF) |
| 22 | Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review. | 1.5 | 52 | Citations (PDF) |
| 23 | Speechreading in hearing children can be improved by training | 2.8 | 8 | Citations (PDF) |
| 24 | Separable effects of the approximate number system, symbolic number knowledge, and number ordering ability on early arithmetic development | 1.9 | 21 | Citations (PDF) |
| 25 | Non-pharmacological interventions for stuttering in children six years and younger | 2.1 | 10 | Citations (PDF) |
| 26 | A Longitudinal Study of Early Reading Development: Letter-Sound Knowledge, Phoneme Awareness and RAN, but Not Letter-Sound Integration, Predict Variations in Reading Development | 3.4 | 98 | Citations (PDF) |
| 27 | Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension | 6.3 | 142 | Citations (PDF) |
| 28 | Children’s Language Skills Can Be Improved: Lessons From Psychological Science for Educational Policy | 4.7 | 59 | Citations (PDF) |
| 29 | Defining and understanding dyslexia: past, present and future | 2.2 | 317 | Citations (PDF) |
| 30 | Preschool pathways to reading comprehension: A systematic meta-analytic review | 8.1 | 135 | Citations (PDF) |
| 31 | Reading and Oral Vocabulary Development in Early Adolescence | 3.4 | 54 | Citations (PDF) |
| 32 | The critical role of Arabic numeral knowledge as a longitudinal predictor of arithmetic development | 1.9 | 41 | Citations (PDF) |
| 33 | The effects of reading and language intervention on literacy skills in children in a remote community: An exploratory randomized controlled trial | 1.9 | 8 | Citations (PDF) |
| 34 | Introduction to the Special Issue “Comorbidities between Reading Disorders and Other Developmental Disorders” | 3.4 | 50 | Citations (PDF) |
| 35 | Number knowledge and the approximate number system are two critical foundations for early arithmetic development. | 3.2 | 28 | Citations (PDF) |
| 36 | Speechreading Ability Is Related to Phonological Awareness and Single-Word Reading in Both Deaf and Hearing Children | 1.6 | 20 | Citations (PDF) |
| 37 | Pattern understanding is a predictor of early reading and arithmetic skills | 2.9 | 42 | Citations (PDF) |
| 38 | Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder | 3.4 | 136 | Citations (PDF) |
| 39 | Speech difficulties at school entry are a significant risk factor for later reading difficulties | 2.9 | 37 | Citations (PDF) |
| 40 | A Cross-Linguistic, Longitudinal Study of the Foundations of Decoding and Reading Comprehension Ability | 3.4 | 103 | Citations (PDF) |
| 41 | The relationship between numerosity discrimination and arithmetic skill reflects the approximate number system and cannot be explained by inhibitory control | 1.9 | 31 | Citations (PDF) |
| 42 | Learning correspondences between magnitudes, symbols and words: Evidence for a triple code model of arithmetic development | 2.3 | 29 | Citations (PDF) |
| 43 | Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills | 2.8 | 53 | Citations (PDF) |
| 44 | Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia | 2.8 | 66 | Citations (PDF) |
| 45 | Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. | 3.2 | 150 | Citations (PDF) |
| 46 | Computerized Speechreading Training for Deaf Children: A Randomized Controlled Trial | 1.6 | 19 | Citations (PDF) |
| 47 | Stage 1 Registered Report: The relationship between handedness and language ability in children | 0.9 | 7 | Citations (PDF) |
| 48 | Stage 2 Registered Report: There is no appreciable relationship between strength of hand preference and language ability in 6- to 7-year-old children | 0.9 | 3 | Citations (PDF) |
| 49 | Screening for Language Delay: Growth Trajectories of Language Ability in Low- and High-Performing Children | 1.6 | 17 | Citations (PDF) |
| 50 | Verbal task demands are key in explaining the relationship between paired-associate learning and reading ability | 1.9 | 17 | Citations (PDF) |
| 51 | The procedural learning deficit hypothesis of language learning disorders: we see some problems | 2.8 | 114 | Citations (PDF) |
| 52 | Unpicking the Developmental Relationship Between Oral Language Skills and Reading Comprehension: It's Simple, But Complex | 3.4 | 263 | Citations (PDF) |
| 53 | Eye Movements During Visual Speech Perception in Deaf and Hearing Children | 2.9 | 33 | Citations (PDF) |
| 54 | Evaluation of a parent‐delivered early language enrichment programme: evidence from a randomised controlled trial | 6.3 | 44 | Citations (PDF) |
| 55 | Automatic Activation of Sounds by Letters Occurs Early in Development but is not Impaired in Children With Dyslexia | 3.4 | 11 | Citations (PDF) |
| 56 | Language Skills, but Not Frequency Discrimination, Predict Reading Skills in Children at Risk of Dyslexia | 3.7 | 38 | Citations (PDF) |
| 57 | The phonological neighbourhood effect on short-term memory for order | 1.8 | 13 | Citations (PDF) |
| 58 | Pattern Understanding: Relationships With Arithmetic and Reading Development | 3.9 | 47 | Citations (PDF) |
| 59 | Reading Intervention for Poor Readers at the Transition to Secondary School | 3.4 | 20 | Citations (PDF) |
| 60 | The efficacy of early language intervention in mainstream school settings: a randomized controlled trial | 6.3 | 73 | Citations (PDF) |
| 61 | Training Mispronunciation Correction and Word Meanings Improves Children’s Ability to Learn to Read Words | 3.4 | 55 | Citations (PDF) |
| 62 | The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development | 3.4 | 173 | Citations (PDF) |
| 63 | When does speech sound disorder matter for literacy? The role of disordered speech errors, co‐occurring language impairment and family risk of dyslexia | 6.3 | 102 | Citations (PDF) |
| 64 | Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds? | 2.8 | 31 | Citations (PDF) |
| 65 | Precursors of Reading Difficulties in Czech and Slovak Children At‐Risk of Dyslexia | 1.8 | 18 | Citations (PDF) |
| 66 | The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia | 3.4 | 181 | Citations (PDF) |
| 67 | Reading disorders and dyslexia | 2.3 | 174 | Citations (PDF) |
| 68 | The cognitive foundations of early arithmetic skills: It is counting and number judgment, but not finger gnosis, that count | 1.9 | 31 | Citations (PDF) |
| 69 | Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments | 6.3 | 153 | Citations (PDF) |
| 70 | Working Memory Training Does Not Improve Performance on Measures of Intelligence or Other Measures of “Far Transfer” | 7.5 | 857 | Citations (PDF) |
| 71 | The development of executive function and language skills in the early school years | 6.3 | 188 | Citations (PDF) |
| 72 | Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes | 3.3 | 60 | Citations (PDF) |
| 73 | Preschool morphological training produces long-term improvements in reading comprehension | 1.4 | 52 | Citations (PDF) |
| 74 | Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses | 1.4 | 22 | Citations (PDF) |
| 75 | The Foundations of Literacy Development in Children at Familial Risk of Dyslexia | 3.7 | 196 | Citations (PDF) |
| 76 | What’s Working in Working Memory Training? An Educational Perspective | 5.8 | 118 | Citations (PDF) |
| 77 | Developmental dyslexia: predicting individual risk | 6.3 | 165 | Citations (PDF) |
| 78 | Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls | 3.8 | 57 | Citations (PDF) |
| 79 | Longitudinal relationships between language and verbal short-term memory skills in children with Down syndrome | 1.9 | 53 | Citations (PDF) |
| 80 | Copy Number Variation Screen Identifies a Rare De Novo Deletion at Chromosome 15q13.1-13.3 in a Child with Language Impairment | 2.3 | 26 | Citations (PDF) |
| 81 | Child and Symbol Factors in Learning to Read a Visually Complex Writing System | 3.4 | 44 | Citations (PDF) |
| 82 | Reading and language intervention for children at risk of dyslexia: a randomised controlled trial | 6.3 | 36 | Citations (PDF) |
| 83 | Developmental Dyslexia in Adults: Behavioural Manifestations and Cognitive Correlates | 1.8 | 76 | Citations (PDF) |
| 84 | Comorbidities in preschool children at family risk of dyslexia | 6.3 | 62 | Citations (PDF) |
| 85 | White Matter Morphometric Changes Uniquely Predict Children’s Reading Acquisition | 3.7 | 114 | Citations (PDF) |
| 86 | Learning to read new words in individuals with Down syndrome: Testing the role of phonological knowledge | 2.0 | 13 | Citations (PDF) |
| 87 | Children’s Arithmetic Development | 3.7 | 184 | Citations (PDF) |
| 88 | The interface between spoken and written language: developmental disorders | 3.7 | 137 | Citations (PDF) |
| 89 | Is working memory training effective? A meta-analytic review. | 1.5 | 1,615 | Citations (PDF) |
| 90 | Can Working Memory Training Ameliorate ADHD and Other Learning Disorders? A Systematic Meta-Analytic Review | 0.7 | 4 | Citations (PDF) |
| 91 | Training phoneme blending skills in children with Down syndrome | 0.7 | 18 | Citations (PDF) |
| 92 | Children's reading impairments: From theory to practice | 1.3 | 34 | Citations (PDF) |
| 93 | Learning to Read: What We Know and What We Need to Understand Better | 3.9 | 205 | Citations (PDF) |
| 94 | Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment | 6.3 | 79 | Citations (PDF) |
| 95 | Efficacy of language intervention in the early years | 6.3 | 209 | Citations (PDF) |
| 96 | Different Patterns, but Equivalent Predictors, of Growth in Reading in Consistent and Inconsistent Orthographies | 3.7 | 326 | Citations (PDF) |
| 97 | Nonword-Repetition Ability Does Not Appear to Be a Causal Influence on Children’s Vocabulary Development | 3.7 | 81 | Citations (PDF) |
| 98 | Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability | 3.4 | 114 | Citations (PDF) |
| 99 | Phonological skills and their role in learning to read: A meta-analytic review. | 6.7 | 1,113 | Citations (PDF) |
| 100 | Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies | 3.7 | 455 | Citations (PDF) |
| 101 | Current evidence does not support the claims made for CogMed working memory training. | 0.9 | 40 | Citations (PDF) |
| 102 | The Role of Children's Phonological and Semantic Knowledge in Learning to Read Words | 3.4 | 90 | Citations (PDF) |
| 103 | Reading skills in children with Down syndrome: A meta-analytic review | 2.0 | 65 | Citations (PDF) |
| 104 | Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial | 6.3 | 110 | Citations (PDF) |
| 105 | Reaction Time Variability in Children With ADHD Symptoms and/or Dyslexia | 2.0 | 36 | Citations (PDF) |
| 106 | Maternal history of reading difficulty is associated with reduced language-related gray matter in beginning readers | 4.4 | 86 | Citations (PDF) |
| 107 | The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read | 3.7 | 267 | Citations (PDF) |
| 108 | Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM‐5 | 6.3 | 250 | Citations (PDF) |
| 109 | The growth of reading skills in children with Down Syndrome | 2.8 | 48 | Citations (PDF) |
| 110 | Validity of a Protocol for Adult Self‐Report of Dyslexia and Related Difficulties | 1.8 | 103 | Citations (PDF) |
| 111 | Children's Reading Comprehension Difficulties | 4.7 | 172 | Citations (PDF) |
| 112 | Language and verbal short-term memory skills in children with Down syndrome: A meta-analytic review | 2.0 | 156 | Citations (PDF) |
| 113 | Evidence‐based interventions for reading and language difficulties: Creating a virtuous circle | 3.2 | 216 | Citations (PDF) |
| 114 | Learning to read changes children’s phonological skills: evidence from a latent variable longitudinal study of reading and nonword repetition | 2.8 | 87 | Citations (PDF) |
| 115 | Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms | 6.3 | 131 | Citations (PDF) |
| 116 | A systematic meta‐analytic review of evidence for the effectiveness of the ‘Fast ForWord’ language intervention program | 6.3 | 157 | Citations (PDF) |
| 117 | Neural systems predicting long-term outcome in dyslexia | 7.5 | 458 | Citations (PDF) |
| 118 | The Brain Basis of the Phonological Deficit in Dyslexia Is Independent of IQ | 3.7 | 162 | Citations (PDF) |
| 119 | Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles | 1.4 | 13 | Citations (PDF) |
| 120 | Ameliorating Children’s Reading-Comprehension Difficulties | 3.7 | 349 | Citations (PDF) |
| 121 | Serial and Free Recall in Children Can Be Improved by Training | 3.7 | 44 | Citations (PDF) |
| 122 | Predicting the Growth of Early Spelling Skills: Are There Heterogeneous Developmental Trajectories? | 3.4 | 78 | Citations (PDF) |
| 123 | Rapid Automatized Naming (RAN) Taps a Mechanism That Places Constraints on the Development of Early Reading Fluency | 3.7 | 283 | Citations (PDF) |
| 124 | The cognitive and linguistic foundations of early reading development: A Norwegian latent variable longitudinal study. | 1.5 | 206 | Citations (PDF) |
| 125 | Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention | 6.3 | 232 | Citations (PDF) |
| 126 | Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention | 1.7 | 47 | Citations (PDF) |
| 127 | Paired-associate learning, phoneme awareness, and learning to read | 1.9 | 147 | Citations (PDF) |
| 128 | Training reading and phoneme awareness skills in children with Down syndrome | 1.4 | 60 | Citations (PDF) |
| 129 | Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial | 6.3 | 132 | Citations (PDF) |
| 130 | The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study | 1.9 | 119 | Citations (PDF) |
| 131 | The distinctiveness of the word-length effect. | 1.0 | 24 | Citations (PDF) |
| 132 | Evidence for the effectiveness of the Early Literacy Support programme | 3.2 | 51 | Citations (PDF) |
| 133 | Speech and language processing mechanisms in verbal serial recall | 2.2 | 123 | Citations (PDF) |
| 134 | Language skills, learning to read and reading intervention | 0.8 | 13 | Citations (PDF) |
| 135 | Individual differences in RAN and reading: a response timing analysis | 1.7 | 103 | Citations (PDF) |
| 136 | Phoneme isolation ability is not simply a consequence of letter-sound knowledge | 2.3 | 61 | Citations (PDF) |
| 137 | Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart | 3.4 | 129 | Citations (PDF) |
| 138 | The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds | 1.9 | 184 | Citations (PDF) |
| 139 | Phoneme awareness is a key component of alphabetic literacy skills in consistent and inconsistent orthographies: Evidence from Czech and English children | 1.9 | 240 | Citations (PDF) |
| 140 | Effects of orthographic consistency, frequency, and letter knowledge on children’s vowel spelling development | 1.9 | 80 | Citations (PDF) |
| 141 | Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study. | 1.5 | 846 | Citations (PDF) |
| 142 | Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure | 6.3 | 230 | Citations (PDF) |
| 143 | Abolishing the Word-Length Effect. | 1.0 | 61 | Citations (PDF) |
| 144 | A critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an effective treatment for children with reading difficulties-?Lies, damned lies and (inappropriate) statistics?? | 1.8 | 34 | Citations (PDF) |
| 145 | High- and low-frequency words are recalled equally well in alternating lists: Evidence for associative effects in serial recall | 2.2 | 100 | Citations (PDF) |
| 146 | The development of phonological awareness in preschool children. | 1.5 | 308 | Citations (PDF) |
| 147 | Word-frequency and phonological-neighborhood effects on verbal short-term memory. | 1.0 | 99 | Citations (PDF) |
| 148 | Phoneme Awareness Is a Better Predictor of Early Reading Skill Than Onset-Rime Awareness | 1.9 | 335 | Citations (PDF) |
| 149 | Phonemes, Rimes, and the Mechanisms of Early Reading Development | 1.9 | 50 | Citations (PDF) |
| 150 | Title is missing! | 1.4 | 74 | Citations (PDF) |
| 151 | Word-frequency and phonological-neighborhood effects on verbal short-term memory. | 1.0 | 90 | Citations (PDF) |
| 152 | The Limitations of Orthographic Analogy in Early Reading Development: Performance on the Clue-Word Task Depends on Phonological Priming and Elementary Decoding Skill, Not the Use of Orthographic Analogy | 1.9 | 16 | Citations (PDF) |
| 153 | The Foundations of Spelling Ability: Evidence from a 3-Year Longitudinal Study | 2.2 | 413 | Citations (PDF) |
| 154 | Learning to Read in Williams Syndrome: Looking Beneath the Surface of Atypical Reading Development | 6.3 | 146 | Citations (PDF) |
| 155 | The effects of word co-occurance on short-term memory: Associative links in long-term memory affect short-term memory performance. | 1.0 | 75 | Citations (PDF) |
| 156 | Oscillator-based memory for serial order. | 3.2 | 696 | Citations (PDF) |
| 157 | Oscillator-based memory for serial order. | 3.2 | 13 | Citations (PDF) |
| 158 | The effects of word co-occurance on short-term memory: Associative links in long-term memory affect short-term memory performance. | 1.0 | 54 | Citations (PDF) |
| 159 | The Development of Memory for Serial Order: A Temporal-contextual Distinctiveness Model | 2.0 | 31 | Citations (PDF) |
| 160 | Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall. | 1.0 | 268 | Citations (PDF) |
| 161 | Phonemes, Rhymes, and Intelligence as Predictors of Children's Responsiveness to Remedial Reading Instruction: Evidence from a Longitudinal Intervention Study | 1.9 | 121 | Citations (PDF) |
| 162 | Phonological and Semantic Processes Influence Beginning Readers' Ability to Learn to Read Words | 1.9 | 101 | Citations (PDF) |
| 163 | Think before you speak: Pauses, memory search, and trace redintegration processes in verbal memory span. | 1.0 | 80 | Citations (PDF) |
| 164 | Concrete words are easier to recall than abstract words: Evidence for a semantic contribution to short-term serial recall. | 1.0 | 22 | Citations (PDF) |
| 165 | Think before you speak: Pauses, memory search, and trace redintegration processes in verbal memory span. | 1.0 | 34 | Citations (PDF) |
| 166 | Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read | 1.9 | 247 | Citations (PDF) |
| 167 | Segmentation Does Predict Early Progress in Learning to Read Better Than Rhyme: A Reply to Bryant | 1.9 | 49 | Citations (PDF) |
| 168 | Social Drinking and Laughter | 2.1 | 4 | Citations (PDF) |
| 169 | Word-frequency effects on short-term memory tasks: Evidence for a redintegration process in immediate serial recall. | 1.0 | 319 | Citations (PDF) |
| 170 | Segmentation, Not Rhyming, Predicts Early Progress in Learning to Read | 1.9 | 218 | Citations (PDF) |
| 171 | A connectionist perspective on the development of reading skills in children | 6.8 | 21 | Citations (PDF) |
| 172 | Phonemic Segmentation, Not Onset-Rime Segmentation, Predicts Early Reading and Spelling Skills | 3.4 | 194 | Citations (PDF) |
| 173 | Word-frequency effects on short-term memory tasks: Evidence for a redintegration process in immediate serial recall. | 1.0 | 150 | Citations (PDF) |
| 174 | The Automatic Activation of Sound-Letter Knowledge: An Alternative Interpretation of Analogy and Priming Effects in Early Spelling Development | 1.9 | 42 | Citations (PDF) |
| 175 | Modelling human memory: Connectionism and convolution | 1.4 | 3 | Citations (PDF) |
| 176 | THE REMEDIATION OF CLUMSINESS. II: IS KINAESTHESIS THE ANSWER? | 3.6 | 44 | Citations (PDF) |
| 177 | Theoretical and methodological pitfalls in making comparisons between developmental and acquired dyslexia: Some comments on A. Castles & M. Coltheart (1993) | 1.4 | 29 | Citations (PDF) |
| 178 | Modeling Item Length Effects in Memory Span: No Rehearsal Needed? | 2.2 | 246 | Citations (PDF) |
| 179 | Practitioner Review: Verbal Working Memory Development and its Disorders | 6.3 | 122 | Citations (PDF) |
| 180 | A Comparison of Phonological Skills in Children with Reading Comprehension Difficulties and Children with Decoding Difficulties | 6.3 | 107 | Citations (PDF) |
| 181 | The role of long‐term memory mechanisms in memory span | 2.6 | 145 | Citations (PDF) |
| 182 | The Nature of Memory Span Deficits in People with Severe Learning Difficulties | 0.3 | 3 | Citations (PDF) |
| 183 | Mathematical and Connectionist Models of Human Memory: A Comparison | 1.8 | 8 | Citations (PDF) |
| 184 | Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis | 3.4 | 457 | Citations (PDF) |
| 185 | Verbal Memory Span in Children: Speech Timing Clues to the Mechanisms Underlying Age and Word Length Effects | 2.2 | 142 | Citations (PDF) |
| 186 | The development of phonological skills | 3.7 | 145 | Citations (PDF) |
| 187 | Effects of word frequency and age of acquisition on short-term memory span | 1.4 | 94 | Citations (PDF) |
| 188 | The Role of Phonology in Young Children Learning to Read Words: The Direct-Mapping Hypothesis | 1.9 | 158 | Citations (PDF) |
| 189 | Learning to Read: The Role of Short-Term Memory and Phonological Skills | 1.9 | 230 | Citations (PDF) |
| 190 | The Effects of Phonetic Similarity and List Length on Children′s Sound Categorization Performance | 1.9 | 46 | Citations (PDF) |
| 191 | Cell suicide in the developing nervous system: a functional neural network model | 4.0 | 14 | Citations (PDF) |
| 192 | Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis | 3.4 | 511 | Citations (PDF) |
| 193 | Word Recognition in Developmental Dyslexia: A Connectionist Interpretation | 2.4 | 30 | Citations (PDF) |
| 194 | Short-term memory impairments in Alzheimer-type dementia: Evidence for separable impairments of articulatory rehearsal and long-term memory | 1.7 | 48 | Citations (PDF) |
| 195 | Perceptual grouping in visual word recognition | 1.4 | 8 | Citations (PDF) |
| 196 | The Development of Short-Term Memory Span: Separable Effects of Speech Rate and Long-Term Memory | 1.9 | 137 | Citations (PDF) |
| 197 | Deficits in output phonology: an explanation of reading failure? | 1.0 | 153 | Citations (PDF) |
| 198 | Continuities between speech and spelling in a case of developmental dyslexia | 1.4 | 13 | Citations (PDF) |
| 199 | Reading comprehension difficulties in children | 1.4 | 200 | Citations (PDF) |
| 200 | Verbal Short-Term Memory Span in Speech-Disordered Children: Implications for Articulatory Coding in Short-Term Memory | 3.4 | 29 | Citations (PDF) |
| 201 | Memory for familiar and unfamiliar words: Evidence for a long-term memory contribution to short-term memory span | 2.2 | 739 | Citations (PDF) |
| 202 | 6. Deficits in Output Phonology Cause Developmental Phonological Dyslexia | 1.4 | 5 | Citations (PDF) |
| 203 | Connectionism and learning to read: Steps towards a psychologically plausible model | 1.4 | 16 | Citations (PDF) |
| 204 | Preface to the special issue of the British Journal of Psychology to mark the retirement of Donald Broadbent FRS ScD CBE | 2.6 | 0 | Citations (PDF) |
| 205 | A NOTE OF CAUTION CONCERNING THE NEALE ANALYSIS OF READING ABILITY (REVISED) | 3.2 | 9 | Citations (PDF) |
| 206 | Verbal Short-Term Memory Span in Speech-Disordered Children: Implications for Articulatory Coding in Short-Term Memory | 3.4 | 16 | Citations (PDF) |
| 207 | A longitudinal case study of developmental phonological dyslexia | 1.0 | 164 | Citations (PDF) |
| 208 | Working memory development: The effects of speech rate, word length, and acoustic similarity on serial recall | 1.9 | 228 | Citations (PDF) |
| 209 | PATTERNS OF ROTARY PURSUIT PERFORMANCE IN CLUMSY AND NORMAL CHILDREN | 6.3 | 35 | Citations (PDF) |
| 210 | The implausibility of low-level visual deficits as a cause of children's reading difficulties | 1.0 | 88 | Citations (PDF) |
| 211 | Visual perception and drawing ability in clumsy and normal children | 2.0 | 46 | Citations (PDF) |
| 212 | The authors have replied as follows: | 3.6 | 1 | Citations (PDF) |
| 213 | The Classification of Children with Reading Difficulties | 3.6 | 4 | Citations (PDF) |
| 214 | Some experimental studies of multi‐sensory teaching: the effects of manual tracing on children's paired‐associate learning | 2.0 | 40 | Citations (PDF) |
| 215 | Memory span development in Down's syndrome, severely subnormal and normal subjects | 1.0 | 45 | Citations (PDF) |
| 216 | The effects of acoustic similarity on memory in children: A comparison between visual and auditory presentation | 1.6 | 22 | Citations (PDF) |
| 217 | PERCEPTUAL JUDGEMENTS OF NORMAL AND CLUMSY CHILDREN | 3.6 | 116 | Citations (PDF) |
| 218 | Kinaesthetic Sensitivity Of Normal And Clumsy Children | 3.6 | 80 | Citations (PDF) |
| 219 | The effects of word length on memory for pictures: Evidence for speech coding in young children | 1.9 | 41 | Citations (PDF) |
| 220 | Clumsy children-a review of recent research | 2.1 | 55 | Citations (PDF) |
| 221 | Developmental changes in speech rate and memory span: A causal relationship? | 2.0 | 34 | Citations (PDF) |
| 222 | Visual, kinaesthetic and cross-modal judgements of length by clumsy children: a comparison with young normal children | 2.1 | 41 | Citations (PDF) |
| 223 | Speech rate and the development of short-term memory span | 1.9 | 348 | Citations (PDF) |
| 224 | Developmental differences in the effects of acoustic similarity on memory span. | 1.5 | 38 | Citations (PDF) |
| 225 | Developmental differences in the effects of acoustic similarity on memory span. | 1.5 | 1 | Citations (PDF) |
| 226 | Errors in proofreading: Evidence for the use of word shape in word recognition | 1.4 | 55 | Citations (PDF) |
| 227 | Visual, Kinaesthetic and Cross-Modal Development: Relationships to Motor Skill Development | 0.9 | 24 | Citations (PDF) |
| 228 | Intelligence and inspection time in normal and mentally retarded subjects | 2.6 | 15 | Citations (PDF) |
| 229 | Visual perceptual deficits in clumsy children | 1.7 | 78 | Citations (PDF) |
| 230 | Visual, Kinaesthetic and Cross‐modal Judgements of Length by Normal and Clumsy Children | 3.6 | 112 | Citations (PDF) |
| 231 | The Effects of Articulatory Suppression on Reading Ideographic and Alphabetic Numbers | 2.4 | 5 | Citations (PDF) |
| 232 | The effects of manual tracing on memory in normal and retarded readers: Some implications for multi-sensory teaching | 1.5 | 28 | Citations (PDF) |
| 233 | The Interaction of Visual and Motor Memory for Graphic Forms following Tracing | 1.4 | 58 | Citations (PDF) |
| 234 | Non-pharmacological interventions for stuttering in children aged between birth and six years | 2.1 | 5 | Citations (PDF) |
| 235 | The Nuffield Early Language Intervention (NELI) programme is associated with lasting improvements in children's language and reading skills | 6.3 | 11 | Citations (PDF) |
| 236 | Assessing the Impact of a Heritage Language Intervention in Preschool: A Controlled Trial with Dual Language Learners from Immigrant Families | 3.4 | 1 | Citations (PDF) |
| 237 | Real-World Effectiveness of Early Language Intervention: Evidence From a Nationwide Rollout of the Nuffield Early Language Intervention in England | 1.9 | 0 | Citations (PDF) |
| 238 | Dyslexia with and without developmental language disorder: Profile analysis | 1.9 | 4 | Citations (PDF) |
| 239 | Cross-language transfer in bilingual children with reading difficulties: effects of a literacy intervention on word reading | 1.4 | 0 | Citations (PDF) |
| 240 | Decoding and vocabulary improvements mediate sustained gains in reading comprehension: Evidence from a randomised controlled trial of a multicomponent reading intervention | 6.3 | 0 | Citations (PDF) |
