Volume 21; Issue 1

Scientific Studies of Reading

Volume 21; Issue 1

1

Paired-Associate Learning Ability Accounts for Unique Variance in Orthographic Learning

Wang, Hua-Chen, Wass, Malin, Castles, Anne

Journal:

Scientific Studies of Reading

Year:

2017

Language:

english

File:

PDF, 1.03 MB

english, 2017

2

Individual Differences in Phonological Feedback Effects: Evidence for the Orthographic Recoding Hypothesis of Orthographic Learning

Harris, Lindsay N., Perfetti, Charles A.

Journal:

Scientific Studies of Reading

Year:

2017

Language:

english

File:

PDF, 1.41 MB

english, 2017

3

Artificial Grammar Learning in Dyslexic and Nondyslexic Adults: Implications for Orthographic Learning

Samara, Anna, Caravolas, Markéta

Journal:

Scientific Studies of Reading

Year:

2017

Language:

english

File:

PDF, 2.22 MB

english, 2017

4

Introduction to the Special Issue. Orthographic Learning and Mental Representations in Literacy: Striving for a Better Understanding of a Complex Lead Role

Ouellette, Gene, van Daal, Victor

Journal:

Scientific Studies of Reading

Year:

2017

Language:

english

File:

PDF, 549 KB

english, 2017

5

Statistical Learning as a Key to Cracking Chinese Orthographic Codes

He, Xinjie, Tong, Xiuli

Journal:

Scientific Studies of Reading

Year:

2017

Language:

english

File:

PDF, 1.84 MB

english, 2017

6

Differential Effects of Context and Feedback on Orthographic Learning: How Good Is Good Enough?

Martin-Chang, Sandra, Ouellette, Gene, Bond, Linda

Journal:

Scientific Studies of Reading

Year:

2017

Language:

english

File:

PDF, 1.25 MB

english, 2017

7

First- and Second-Language Learnability Explained by Orthographic Depth and Orthographic Learning: A “Natural” Scandinavian Experiment

van Daal, Victor H. P., Wass, Malin

Journal:

Scientific Studies of Reading

Year:

2017

Language:

english

File:

PDF, 1.42 MB

english, 2017