On the relationship between dynamic visual and auditory processing and literacy skills; results from a large primary-school study

Dyslexia

Volumn 8, Issue 4, 2002, Pages 204-225

  Talcott, Joel B ^a,b   Witton, Caroline ^a,b   Hebb, Gillian S ^b   Stoodley, Catherine J ^b   Westwood, Elizabeth A ^b   France, Susan J ^b   Hansen, Peter C ^b   Stein, John F ^b  

^a ASTON UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

Auditory; Children; Dyslexia; Reading; Visual

Indexed keywords

ARTICLE; AUDITORY STIMULATION; BRAIN FUNCTION; CHILD; COGNITION; CONCEPT FORMATION; CONTROLLED STUDY; FEMALE; FREQUENCY ANALYSIS; HEARING; HUMAN; HUMAN EXPERIMENT; INTELLIGENCE; MALE; PHONETICS; PREDICTION; PSYCHOMETRY; PSYCHOPHYSIOLOGY; READING; SENSITIVITY ANALYSIS; SKILL; TASK PERFORMANCE; VISION; VISUAL STIMULATION; DYSLEXIA; EDUCATIONAL STATUS; HOSPITALIZATION; PHYSIOLOGY; REGRESSION ANALYSIS; SPEECH ANALYSIS;

AUDITORY PERCEPTION; CHILD; COGNITION; DYSLEXIA; EDUCATIONAL STATUS; FEMALE; HUMANS; MALE; PHONETICS; PSYCHOMETRICS; REGRESSION ANALYSIS; SEVERITY OF ILLNESS INDEX; SPEECH PRODUCTION MEASUREMENT; VISUAL PERCEPTION;

EID: 0036778011     PISSN: 10769242     EISSN: None     Source Type: Journal    
DOI: 10.1002/dys.224     Document Type: Article

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