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Results: 1-11 |
Results: 11
CONCURRENT AND LONGITUDINAL PREDICTORS OF READING - THE ROLE OF METALINGUISTIC AND SHORT-TERM-MEMORY SKILLS
Authors: MUTER V SNOWLING M
Citation: V. Muter et M. Snowling, CONCURRENT AND LONGITUDINAL PREDICTORS OF READING - THE ROLE OF METALINGUISTIC AND SHORT-TERM-MEMORY SKILLS, Reading research quarterly, 33(3), 1998, pp. 320-337
SEGMENTATION, NOT RHYMING, PREDICTS EARLY PROGRESS IN LEARNING TO READ (VOL 65, PG 370, 1993)
Authors: MUTER V HULME C SNOWLING M TAYLOR S
Citation: V. Muter et al., SEGMENTATION, NOT RHYMING, PREDICTS EARLY PROGRESS IN LEARNING TO READ (VOL 65, PG 370, 1993), Journal of experimental child psychology (Print), 71(1), 1998, pp. 1
SEGMENTATION DOES PREDICT EARLY PROGRESS IN LEARNING TO READ BETTER THAN RHYME - A REPLY TO BRYANT
Authors: HULME C MUTER V SNOWLING M
Citation: C. Hulme et al., SEGMENTATION DOES PREDICT EARLY PROGRESS IN LEARNING TO READ BETTER THAN RHYME - A REPLY TO BRYANT, Journal of experimental child psychology (Print), 71(1), 1998, pp. 39-44
UNCOMMON UNDERSTANDING - DEVELOPMENT AND DISORDERS OF LANGUAGE COMPREHENSION IN CHILDREN - BISHOP,DVM
Authors: MUTER V
Citation: V. Muter, UNCOMMON UNDERSTANDING - DEVELOPMENT AND DISORDERS OF LANGUAGE COMPREHENSION IN CHILDREN - BISHOP,DVM, Journal of child psychology and psychiatry and allied disciplines, 39(7), 1998, pp. 1055-1055
GRAMMAR AND PHONOLOGY PREDICT SPELLING IN MIDDLE CHILDHOOD
Authors: MUTER V SNOWLING M
Citation: V. Muter et M. Snowling, GRAMMAR AND PHONOLOGY PREDICT SPELLING IN MIDDLE CHILDHOOD, Reading & writing, 9(5-6), 1997, pp. 407-425
A LONGITUDINAL-STUDY OF EARLY INTELLECTUAL-DEVELOPMENT IN HEMIPLEGIC CHILDREN
Authors: MUTER V TAYLOR S VARGHAKHADEM F
Citation: V. Muter et al., A LONGITUDINAL-STUDY OF EARLY INTELLECTUAL-DEVELOPMENT IN HEMIPLEGIC CHILDREN, Neuropsychologia, 35(3), 1997, pp. 289-298
SEGMENTATION, NOT RHYMING, PREDICTS EARLY PROGRESS IN LEARNING TO READ
Authors: MUTER V HULME C SNOWLING M TAYLOR S
Citation: V. Muter et al., SEGMENTATION, NOT RHYMING, PREDICTS EARLY PROGRESS IN LEARNING TO READ, Journal of experimental child psychology, 65(3), 1997, pp. 370-396
DEALING WITH DYSLEXIA - HEATON,P, WINTERSON,P
Authors: MUTER V
Citation: V. Muter, DEALING WITH DYSLEXIA - HEATON,P, WINTERSON,P, Journal of child psychology and psychiatry and allied disciplines, 38(5), 1997, pp. 593-593
LEARNING-DISABILITIES - A NEUROPSYCHOLOGICAL PERSPECTIVE - ROURKE,BP,DELDOTTO,JE
Authors: MUTER V
Citation: V. Muter, LEARNING-DISABILITIES - A NEUROPSYCHOLOGICAL PERSPECTIVE - ROURKE,BP,DELDOTTO,JE, European child & adolescent psychiatry, 4(2), 1995, pp. 140-140
LEARNING-DISABILITIES - A NEUROPSYCHOLOGICAL PERSPECTIVE - ROURKE,BP,DELDOTTO,JE
Authors: MUTER V
Citation: V. Muter, LEARNING-DISABILITIES - A NEUROPSYCHOLOGICAL PERSPECTIVE - ROURKE,BP,DELDOTTO,JE, Journal of child psychology and psychiatry and allied disciplines, 36(7), 1995, pp. 1277-1278
ORTHOGRAPHIC ANALOGIES AND PHONOLOGICAL AWARENESS - THEIR ROLE AND SIGNIFICANCE IN EARLY READING DEVELOPMENT
Authors: MUTER V SNOWLING M TAYLOR S
Citation: V. Muter et al., ORTHOGRAPHIC ANALOGIES AND PHONOLOGICAL AWARENESS - THEIR ROLE AND SIGNIFICANCE IN EARLY READING DEVELOPMENT, Journal of child psychology and psychiatry and allied disciplines, 35(2), 1994, pp. 293-310
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