120 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. Universal brain signature of proficient reading: Evidence from four contrasting languages
18. Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study
19. Neural correlates of language and non-language visuospatial processing in adolescents with reading disability
20. Neurobiological signatures of L2 proficiency: Evidence from a bi-directional cross-linguistic study
21. Neural representations for newly learned words are modulated by overnight consolidation, reading skill, and age
22. Division of labor between phonology and semantics during reading and spelling in Chinese children with developmental dyslexia
23. Toward a Theory of Variation in the Organization of the Word Reading System
24. Dough, tough, cough, rough: A “fast” fMRI localizer of component processes in reading
25. Unpacking the unique relationship between set for variability and word reading development: Examining word- and child-level predictors of performance.
26. Quantifying the regularities between orthography and semantics and their impact on group- and individual-level behavior.
27. 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.
28. INDIVIDUAL DIFFERENCES IN L2 LITERACY ACQUISITION
29. INDIVIDUAL DIFFERENCES IN L2 LITERACY ACQUISITION: PREDICTING READING SKILL FROM SENSITIVITY TO REGULARITIES BETWEEN ORTHOGRAPHY, PHONOLOGY, AND SEMANTICS.
30. Friends in Low‐Entropy Places: Orthographic Neighbor Effects on Visual Word Identification Differ Across Letter Positions
31. Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia
32. The impact of second language immersion: Evidence from a bi-directional longitudinal cross-linguistic study
33. Is that a pibu or a pibo ? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords
34. The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia
35. EARSHOT: A Minimal Neural Network Model of Incremental Human Speech Recognition
36. Using information-theoretic measures to characterize the structure of the writing system: the case of orthographic-phonological regularities in English
37. The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia.
38. Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia.
39. 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
40. Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers
41. Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords.
42. Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers
43. Common Neural Basis of Motor Sequence Learning and Word Recognition and Its Relation With Individual Differences in Reading Skill
44. Statistical and Cooperative Learning in Reading: An Artificial Orthography Learning Study
45. Development and Prediction of Context-Dependent Vowel Pronunciation in Elementary Readers.
46. Common Neural Basis of Motor Sequence Learning and Word Recognition and Its Relation With Individual Differences in Reading Skill.
47. Toward a theory of variation in the organization of the word reading system
48. Neural correlates of language and non-language visuospatial processing in adolescents with reading disability
49. Individual differences in the shape bias in preschool children with specific language impairment and typical language development: theoretical and clinical implications.
50. Reading and the Neurocognitive Bases of Statistical Learning 1 .
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