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Attentional but not pre-attentive neural measures of auditory discrimination are atypical in children with developmental language disorder.
Bidirectional relations between phonological awareness and letter knowledge in preschool revisited
Changes in task-extrinsic context do not affect the persistence of long-term cumulative structural priming.
componential model of reading
comprehension of sentences involving quantity information affects responses on the up-down axis.
Learning to write letters
Patterns of experience with verbs affect long-term cumulative structural priming.
Reconsidering the simple view of reading in an intriguing case of equivalent models
Structural priming as implicit learning