Phonological and Spelling Mistakes among Dyslexic and Non-Dyslexic Children Learning Two Different Languages: Greek vs English

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Psychology

ISSN Print: 2152-7180
ISSN Online: 2152-7199
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"Phonological and Spelling Mistakes among Dyslexic and Non-Dyslexic Children Learning Two Different Languages: Greek vs English"
written by Georgia Andreou, Julie Baseki,
published by Psychology, Vol.3 No.8, 2012

has been cited by the following article(s):

Google Scholar
CrossRef

[1]	Writing skills of children with and without dyslexia: similarities and differences
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[2]	SPELLING TEST FOR LEARNERS WITH DYSLEXIA LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE
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[3]	Implementing theoretical approaches using ICT in teaching English as a foreign language
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[4]	Έρευνα και διδακτική παρέμβαση σε μαθητές με μαθησιακές δυσκολίες σε ζητήματα ορθογραφίας καταλήξεων
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[5]	Geschreven inflecties bij dyslectische en normaalontwikkelende FLE-leerders
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[6]	The Utilization of Van Hiele's Levels on the Instruction of English as a Foreign Language With the Aid of ICT
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[7]	CHAPTER TEN DYSLEXIA-FRIENDLY TEACHING IN GREEK EFL CLASSROOMS MARIA RERAKI
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[8]	Phonological Errors in English among Dyslexic Learners in Selected Primary Schools in Penang: Phoneme, Syllable and Word Levels.
	2020

[9]	Cross-Linguistic Skills Transfer from the Second/Foreign Language to the First among Students with Learning Disabilities after an Intervention Program in the …
	2019

[10]	Dyslexia Augusti: Does Suetonius describe a pattern of signs consistent with dyslexia?
	2019

[11]	Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study
	2019

[12]	Error patterns in word reading and spelling in Persian: Is spelling more difficult than reading?
	Reading and Writing, 2018

[13]	Reading Skills in Greek as a First Language and in French as a Foreign Language among Primary and Secondary School Children with Specific Reading …
	2018

[14]	Reading skills in Greek as a first language and in French as a foreign language among primary and secondary school children with specific reading disorder
	2018

[15]	Spelling with Developmental Dyslexia in English as a Second Language
	2017

[16]	DYSLEXIA AND SPELLING IN TWO DIFFERENT ORTHOGRAPHIES (GREEK VS. ENGLISH): A LINGUISTIC ANALYSIS.
	2016

[17]	Spelling Errors of Dyslexic Children in Bosnian Language With Transparent Orthography
	Journal of learning disabilities, 2016

[18]	Staying in School: Exploring the Experiences of Post-Secondary Students with Diverse Needs
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[19]	Speech-language problems and learning difficulties in Nepalese children.
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[20]	Learning to read Greek
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[21]	General Coordinator
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[22]	wordly-Rechtschreibtraining: Konzeption und Evaluation eines Interventionsprogramms für lese-rechtschreib-schwache Englischlerner
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[23]	wordly-Rechtschreibtraining: Konzeption und Evaluation eines Interventionsprogramms für lese-rechtschreib-schwache Englischlern
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[1]	Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia Brain Sciences, 2022 DOI:10.3390/brainsci12020243

[2]	Implementing theoretical approaches using ICT in teaching English as a foreign language Education and Information Technologies, 2021 DOI:10.1007/s10639-021-10594-0

[3]	Mobile Learning Applications in Early Childhood Education Advances in Educational Technologies and Instructional Design, 2020 DOI:10.4018/978-1-7998-1486-3.ch015

[4]	Reading and spelling skills are differentially related to phonological processing: Behavioral and fMRI study Developmental Cognitive Neuroscience, 2019 DOI:10.1016/j.dcn.2019.100683

[5]	Dyslexia Augusti: Does Suetonius describe a pattern of signs consistent with dyslexia? Dyslexia, 2019 DOI:10.1002/dys.1633

[6]	Error patterns in word reading and spelling in Persian: Is spelling more difficult than reading? Reading and Writing, 2018 DOI:10.1007/s11145-018-9884-z

[7]	Spelling Errors of Dyslexic Children in Bosnian Language With Transparent Orthography Journal of Learning Disabilities, 2017 DOI:10.1177/0022219416645814

[8]	Learning to Read across Languages and Writing Systems 2017 DOI:10.1017/9781316155752.008

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