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Specific reading disability (dyslexia): what have we learned in the past four decades?
We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability ('dyslexia') over the past four decades. After outlining components ofExpand
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Functional disruption in the organization of the brain for reading in dyslexia.
Learning to read requires an awareness that spoken words can be decomposed into the phonologic constituents that the alphabetic characters represent. Such phonologic awareness is characteristicallyExpand
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Cerebral organization of component processes in reading.
The cerebral organization of word identification processes in reading was examined using functional magnetic resonance imaging (fMRI). Changes in fMRI signal intensities were measured in 38 subjectsExpand
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Sex differences in the functional organization of the brain for language
A MUCH debated question is whether sex differences exist in the functional organization of the brain for language1–4. A long-held hypothesis posits that language functions are more likely to beExpand
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Learning Disabilities : From Identification to Intervention
Introduction. History of the Field. Classification, Definition, and Identification of Learning Disabilities. Assessment of Learning Disabilities. Reading Disabilities: Word Recognition. ReadingExpand
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Dyslexia-specific brain activation profile becomes normal following successful remedial training
Objectives To examine changes in the spatiotemporal brain activation profiles associated with successful completion of an intensive intervention program in individual dyslexic children. Methods TheExpand
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The cognitive correlates of third-grade skill in arithmetic, algorithmic computation, and arithmetic word problems
The purpose of this study was to examine the cognitive correlates of 3rd-grade skill in arithmetic, algorithmic computation, and arithmetic word problems. Third graders (N = 312) were measured onExpand
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Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions.
To examine the validity of distinguishing children with reading disabilities according to discrepancy and low-achievement definitions, we obtained four assessments of expected reading achievement andExpand
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Quantitative diffusion tensor tractography of association and projection fibers in normally developing children and adolescents.
Whole-brain diffusion tensor tractography (DTT) at high signal-to-noise ratio and angular and spatial resolutions were utilized to study the effects of age, sex differences, and lateral asymmetriesExpand
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