129 results on '"Rueckl, Jay G."'
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2. Unpacking the Unique Relationship between Set for Variability and Word Reading Development: Examining Word- and Child-Level Predictors of Performance
3. Individual Differences in L2 Literacy Acquisition: Predicting Reading Skill from Sensitivity to Regularities between Orthography, Phonology, and Semantics
4. Quantifying the Regularities between Orthography and Semantics and Their Impact on Group- and Individual-Level Behavior
5. How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children with Reading Disabilities
6. The Effect of Facilitative versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children with Dyslexia
7. Is That a 'Pibu' or a 'Pibo'? Children with Reading and Language Deficits Show Difficulties in Learning and Overnight Consolidation of Phonologically Similar Pseudowords
8. Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children from First through Fourth Grade: Informing Developmental Trajectories of Children with Dyslexia
9. Friends in Low-Entropy Places: Orthographic Neighbor Effects on Visual Word Identification Differ across Letter Positions
10. Theory-driven classification of reading difficulties from fMRI data using Bayesian latent-mixture models
11. Tracking second language immersion across time: Evidence from a bi-directional longitudinal cross-linguistic fMRI study
12. Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
13. Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
14. Common Neural Basis of Motor Sequence Learning and Word Recognition and Its Relation with Individual Differences in Reading Skill
15. The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities
16. Individual differences in learning the regularities between orthography, phonology and semantics predict early reading skills
17. Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study
18. Neurobiological signatures of L2 proficiency: Evidence from a bi-directional cross-linguistic study
19. Neural representations for newly learned words are modulated by overnight consolidation, reading skill, and age
20. Toward a Theory of Variation in the Organization of the Word Reading System
21. Dough, tough, cough, rough: A “fast” fMRI localizer of component processes in reading
22. Universal brain signature of proficient reading : Evidence from four contrasting languages
23. Neural division of labor in reading is constrained by culture: A training study of reading Chinese characters
24. Are CORNER and BROTHER Morphologically Complex? Not in the Long Term
25. Letter-Level Effects in Repetition Priming
26. INDIVIDUAL DIFFERENCES IN L2 LITERACY ACQUISITION: PREDICTING READING SKILL FROM SENSITIVITY TO REGULARITIES BETWEEN ORTHOGRAPHY, PHONOLOGY, AND SEMANTICS.
27. Neural correlates of language and non-language visuospatial processing in adolescents with reading disability
28. Quantifying the regularities between orthography and semantics and their impact on group- and individual-level behavior.
29. How You Read Affects What You Gain: Individual Differences in the Functional Organization of the Reading System Predict Intervention Gains in Children With Reading Disabilities.
30. Effects of stimulus difficulty and repetition on printed word identification: an fMRI comparison of nonimpaired and reading-disabled adolescent cohorts
31. The neurobiology of adaptive learning in reading: A contrast of different training conditions
32. Implicit memory for phonological processes in visual stem completion
33. The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia.
34. On the locus of redundancy effects in a letter-detection task
35. Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia.
36. Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords.
37. Ambiguity and Connectionist Networks: Still Settling Into a Solution—Comment on
38. Friends in Low-Entropy Places: Orthographic Neighbor Effects on Visual Word Identification Differ Across Letter Positions.
39. When Pseudowords Acquire Meaning: Effect of Semantic Associations on Pseudoword Repetition Priming
40. Making New Connections
41. Similarity Effects in Word and Pseudoword Repetition Priming
42. Equivalent Effects of Inflected and Derived Primes: Long-Term Morphological Priming in Fragment Completion and Lexical Decision
43. Using information-theoretic measures to characterize the structure of the writing system: the case of orthographic-phonological regularities in English.
44. EARSHOT: A Minimal Neural Network Model of Incremental Human Speech Recognition.
45. The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities.
46. The Influence of Morphological Regularities on the Dynamics of a Connectionist Network
47. Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers.
48. Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers.
49. Common Neural Basis of Motor Sequence Learning and Word Recognition and Its Relation With Individual Differences in Reading Skill.
50. Is the difference between gill and girl more than a letter?
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