401 results on '"Leong, Che Kan"'
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152. Case Studies of Dyslexia: Young Readers with Rapid Serial Naming Deficits
153. Toward an Understanding of Phonological Awareness
154. Morphology in Skilled Word Recognition
155. Classification of Normal Reading Error Types
156. Individual Differences in Similarity Judgements
157. A Computational Approach to Dyslexic Reading and Spelling
158. Semantic Errors and Free Word Associations: Some Remarks on Lexical Search Activity in Stabilized Aphasia
159. Differences in Components of Word Recognition between P- and L-Type Reading Disability
160. Apropos Imageability
161. Connectionism and the New Alexia
162. Speed of Visual Information Processing in Developmental Dyslexia : Speed of Processing in Dyslexic Children
163. Landau—Kleffner Syndrome: A Neuronal Maturation Deficit?
164. Lexical Agraphia in a Young Man with Multifocal Brain-Injuries: A Danish Case Study
165. Influence of Literacy (vs Illiteracy) on the Characteristics of Acquired Aphasia in Adults
166. Neuropsychological Profiles of Persistent Reading Disability and Reading Improvement
167. Brain Morphology and Neurolinguistic Relationships in Developmental Dyslexia
168. The Willing Brain of Dyslexic Children
169. Reading Comprehension and Related Skills in Nine-Year-Old Normal and Poor Readers
170. Developmental Dyslexia as a Cognitive Style
171. Predicting Reading Acquisition in High and Low IQ Groups
172. Phonetic Short-Term Memory Representation in Children’s Reading of Greek
173. Impact of Instruction on Word Identification Skills in Children with Phonological Processing Problems
174. The Relevance of Phonological Awareness in Learning to Read: Scandinavian Longitudinal and Quasi-Experimental Studies
175. Does a Past History of Speech Disorder Predict Literacy Difficulties?
176. Dyslexic Reading Strategies and Lexical Access: A Comparison and Validation of Reading Strategy Distributions in Dyslexic Adolescents and Younger, Normal Readers
177. Phonemic Awareness, Language and Literacy
178. The Spelling-Reading Connection and Dyslexia: Can Spelling be Used to Teach the Alphabetic Strategy?
179. Components of Variance Models of Language-Related Factors in Reading Disability: A Conceptual Overview
180. Phonological Processing in Learning Disabled Adolescents
181. Phonological Deficits and the Development of Word Recognition Skills in Developmental Dyslexia
182. Alice in IQ Land or Why IQ is Still Irrelevant to Learning Disabilities
183. From Research to Clinical Assessment of Reading and Writing Disorders: The Unit of Analysis Problem
184. Constructing Meaning from Diagnostic Assessment Texts: Validity as Usefulness
185. Problems in the Differential Diagnosis of Reading Disabilities
186. Scientific Literacy and the Twenty-First Century
187. Dual-Route, Act*, and PDP Models of the Acquisition of Word Decoding Skills
188. Cognitive Education: A Longitudinal Examination
189. Schooling, Literacy and Cognitive Development: A Study in Rural India
190. Technological Literacy: Implications for Instruction
191. Through a Looking Glass: Swedish Research on Reading Using the TEXTWINDOW System
192. Cognition, Literacy, and Curriculum
193. The Practical Use of Artificial Intelligence in Automated Tutoring: Current Status and Impediments to Progress
194. A Framework for Developing Theories About Instructional Effectiveness
195. Some Re-Thinking of the Psycho-Educational Diagnostic Process from the Perspective of Developing a Computer-Guided Expert System
196. Cognition and Learning
197. From Literacy to Cognitive Science
198. Neural Substrate of Cognition and Literacy: Biology as Wish Fulfillment?
199. Literate Thought
200. Legasthenia in German Speaking Countries: Concept and Research in Reading-Writing Difficulties
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