has been cited by the following article(s):
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[1]
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Phonological awareness and rapid automatized naming as predictors of early literacy skills among children with mild to borderline intellectual functioning
Applied Neuropsychology: Child,
2024
DOI:10.1080/21622965.2022.2106863
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[2]
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Phonological Awareness and Rapid Automatized Naming: The Mediating Effect of Word Reading and Spelling in Children with Developmental Dyslexia, Attention Deficit Hyperactivity Disorder, and Mild Intellectual Disability
Folia Phoniatrica et Logopaedica,
2024
DOI:10.1159/000531221
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[3]
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The Efficacy of the Reading Intervention Programme (OKU-GEL) in Developing the Fluent Reading Skills of Students with Dyslexia
Reading & Writing Quarterly,
2024
DOI:10.1080/10573569.2023.2214157
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[4]
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Reading and Memory Skills of Children with and without Dyslexia in Greek (L1) and English (L2) as a Second Language: Preliminary Results from a Cross-Linguistic Approach
Languages,
2024
DOI:10.3390/languages9090298
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[5]
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The Contribution of Rapid Automatized Naming Skills and Phonological Awareness to Arabic Language Reading Fluency: A Path Analysis
PSYCHOLINGUISTICS,
2023
DOI:10.31470/2309-1797-2023-33-1-26-40
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[6]
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The Efficacy of the Reading Intervention Programme (OKU-GEL) in Developing the Fluent Reading Skills of Students with Dyslexia
Reading & Writing Quarterly,
2023
DOI:10.1080/10573569.2023.2214157
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[7]
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Phonological awareness and rapid automatized naming as predictors of early literacy skills among children with mild to borderline intellectual functioning
Applied Neuropsychology: Child,
2022
DOI:10.1080/21622965.2022.2106863
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