Caroline Bogliotti

Florence Delteil-Pinton1
Christophe-Loïc Gérard1
Jennifer Bruder1
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BACKGROUND  The relationship between phoneme awareness, rapid automatized naming (RAN), verbal short-term/working memory (ST/WM) and diagnostic category is investigated in control and dyslexic children, and the extent to which this depends on orthographic complexity. METHODS General cognitive, phonological and literacy skills were tested in 1,138 control(More)
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