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Items: 1 to 20 of 32

1.

Sources of Group and Individual Differences in Emerging Fraction Skills.

Hecht SA, Vagi KJ.

J Educ Psychol. 2010 Nov;102(4):843-859.

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Working memory deficit in dyslexia: behavioral and FMRI evidence.

Beneventi H, T√łnnessen FE, Ersland L, Hugdahl K.

Int J Neurosci. 2010 Jan;120(1):51-9. doi: 10.3109/00207450903275129.

PMID:
20128672
4.

Problem Solving and Computational Skill: Are They Shared or Distinct Aspects of Mathematical Cognition?

Fuchs LS, Fuchs D, Hamlett CL, Lambert W, Stuebing K, Fletcher JM.

J Educ Psychol. 2008 Feb 1;100(1):30-47.

5.

Remediating Number Combination and Word Problem Deficits Among Students With Mathematics Difficulties: A Randomized Control Trial.

Fuchs LS, Powell SR, Seethaler PM, Cirino PT, Fletcher JM, Fuchs D, Hamlett CL, Zumeta RO.

J Educ Psychol. 2009 Aug 1;101(3):561-576.

6.

A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: genotypes, phenotypes, brain, and instruction.

Berninger VW, Raskind W, Richards T, Abbott R, Stock P.

Dev Neuropsychol. 2008;33(6):707-44. doi: 10.1080/87565640802418662. Review.

PMID:
19005912
7.

Individual differences in non-verbal number acuity correlate with maths achievement.

Halberda J, Mazzocco MM, Feigenson L.

Nature. 2008 Oct 2;455(7213):665-8. doi: 10.1038/nature07246. Epub 2008 Sep 7.

PMID:
18776888
8.

Prevalence of combined reading and arithmetic disabilities.

Dirks E, Spyer G, van Lieshout EC, de Sonneville L.

J Learn Disabil. 2008 Sep-Oct;41(5):460-73. doi: 10.1177/0022219408321128.

PMID:
18768777
9.

Cognitive mechanisms underlying achievement deficits in children with mathematical learning disability.

Geary DC, Hoard MK, Byrd-Craven J, Nugent L, Numtee C.

Child Dev. 2007 Jul-Aug;78(4):1343-59.

10.

Working memory functioning in developmental dyslexia.

Smith-Spark JH, Fisk JE.

Memory. 2007 Jan;15(1):34-56.

PMID:
17479923
11.

Are mathematics disabilities due to a domain-general or a domain-specific working memory deficit?

Wilson KM, Swanson HL.

J Learn Disabil. 2001 May-Jun;34(3):237-48.

PMID:
15499878
12.

Relationship of rapid automatized naming and phonological awareness in early reading development: implications for the double-deficit hypothesis.

Schatschneider C, Carlson CD, Francis DJ, Foorman BR, Fletcher JM.

J Learn Disabil. 2002 May-Jun;35(3):245-56.

PMID:
15493321
13.

Naming speed, phonological awareness, and orthographic knowledge in second graders.

Manis FR, Doi LM, Bhadha B.

J Learn Disabil. 2000 Jul-Aug;33(4):325-33, 374.

PMID:
15493095
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15.

Working memory and access to numerical information in children with disability in mathematics.

Passolunghi MC, Siegel LS.

J Exp Child Psychol. 2004 Aug;88(4):348-67.

PMID:
15265681
16.

Core systems of number.

Feigenson L, Dehaene S, Spelke E.

Trends Cogn Sci. 2004 Jul;8(7):307-14. Review.

PMID:
15242690
17.

Abilities underlying decoding differences in children with intellectual disability.

Conners FA, Atwell JA, Rosenquist CJ, Sligh AC.

J Intellect Disabil Res. 2001 Aug;45(Pt 4):292-9.

PMID:
11489050
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Working memory, short-term memory, and general fluid intelligence: a latent-variable approach.

Engle RW, Tuholski SW, Laughlin JE, Conway AR.

J Exp Psychol Gen. 1999 Sep;128(3):309-31.

PMID:
10513398
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