文章名稱引用次數(shù)

• The multiple deficit model of dyslexia: what does it mean for identification and intervention?7
• Theory and reported practice in EFL literacy instruction: EFL teachers' perceptions about classroom practices4
• Predicting reading disabilities using dynamic assessment of decoding before and after the onset of reading instruction: a longitudinal study from kindergarten through grade 24
• Atypical predictive processing during visual statistical learning in children with developmental dyslexia: an event-related potential study3
• Distinct effects of visual and auditory temporal processing training on reading and reading-related abilities in Chinese children with dyslexia3
• Cognitive-linguistic profiles of Chinese typical-functioning adolescent dyslexics and high-functioning dyslexics3
• Etiology of teacher knowledge and instructional skills for literacy at the upper elementary grades2
• Elementary teacher's knowledge of response to intervention implementation: a preliminary factor analysis2
• Explicit linguistic knowledge is necessary, but not sufficient, for the provision of explicit early literacy instruction2
• Post-treatment reading development in children with dyslexia: the challenge remains2