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

Developmental Neuropsychology

Volumn 33, Issue 6, 2008, Pages 707-744

  Berninger, Virginia W ^a   Raskind, Wendy ^a   Richards, Todd ^a   Abbott, Robert ^a   Stock, Pat ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

DNA;

ACADEMIC ACHIEVEMENT; AUTOMATION; BEHAVIORAL SCIENCE; BRAIN; BRAIN SIZE; CEREBELLUM; CHROMOSOME 15; CHROMOSOME 6; CONFERENCE PAPER; DENTATE GYRUS; DYSLEXIA; FACTORIAL ANALYSIS; FUNCTIONAL MAGNETIC RESONANCE IMAGING; GENE DELETION; GENETIC ANALYSIS; GENETIC HETEROGENEITY; GENETIC LINKAGE; GENETIC VARIABILITY; GENETICS; GENOTYPE; HUMAN; INFORMATION PROCESSING; INFORMATION STORAGE; LANGUAGE; LEARNING; MORPHOLOGY; NEUROIMAGING; NEUROLOGY; NUCLEAR MAGNETIC RESONANCE IMAGING; PHENOTYPE; PHONETICS; PREDICTOR VARIABLE; PRIORITY JOURNAL; READING; SPELLING; TASK PERFORMANCE; WORKING MEMORY;

BRAIN; CHROMOSOMES, HUMAN, PAIR 6; CONDITIONING, OPERANT; DYSLEXIA; EVIDENCE-BASED MEDICINE; GENOTYPE; HUMANS; MEMORY, SHORT-TERM; MICROTUBULE-ASSOCIATED PROTEINS; MODELS, BIOLOGICAL; NERVE TISSUE PROTEINS; NUCLEAR PROTEINS; PHENOTYPE; PROBLEM SOLVING; VERBAL LEARNING;

EID: 56249083930     PISSN: 87565641     EISSN: None     Source Type: Journal    
DOI: 10.1080/87565640802418662     Document Type: Conference Paper

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