223 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. Division of labor between phonology and semantics during reading and spelling in Chinese children with developmental dyslexia
22. Neural representations for newly learned words are modulated by overnight consolidation, reading skill, and age
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. Neural division of labor in reading is constrained by culture: A training study of reading Chinese characters
29. Are CORNER and BROTHER Morphologically Complex? Not in the Long Term
30. INDIVIDUAL DIFFERENCES IN L2 LITERACY ACQUISITION
31. Connectionism and the Notion of Levels
32. Letter-Level Effects in Repetition Priming
33. INDIVIDUAL DIFFERENCES IN L2 LITERACY ACQUISITION: PREDICTING READING SKILL FROM SENSITIVITY TO REGULARITIES BETWEEN ORTHOGRAPHY, PHONOLOGY, AND SEMANTICS.
34. Effects of stimulus difficulty and repetition on printed word identification: an fMRI comparison of nonimpaired and reading-disabled adolescent cohorts
35. Friends in Low‐Entropy Places: Orthographic Neighbor Effects on Visual Word Identification Differ Across Letter Positions
36. Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia
37. The neurobiology of adaptive learning in reading: A contrast of different training conditions
38. The impact of second language immersion: Evidence from a bi-directional longitudinal cross-linguistic study
39. Is that a pibu or a pibo ? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords
40. Mapping the Word Reading Circuitry in Skilled and Disabled Readers
41. Implicit memory for phonological processes in visual stem completion
42. The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia
43. EARSHOT: A Minimal Neural Network Model of Incremental Human Speech Recognition
44. Using information-theoretic measures to characterize the structure of the writing system: the case of orthographic-phonological regularities in English
45. The Effect of Facilitative Versus Inhibitory Word Training Corpora on Word Reading Accuracy Growth in Children With Dyslexia.
46. A Connectionist Perspective on Repetition Priming
47. Modeling and Visualizing the Codevelopment of Word and Nonword Reading in Children From First Through Fourth Grade: Informing Developmental Trajectories of Children With Dyslexia.
48. Ambiguity and connectionist networks: still settling into a solution - comment on Joordens and Besner (1994)
49. On the locus of redundancy effects in a letter-detection task
50. When pseudowords acquire meaning: effect of semantic associations on pseudoword repetition priming
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