Lista de obras - Rauno K. Parrila - Dominio Público Uruguay

A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies

scientific article published on 30 October 2019

An interdisciplinary approach to enhance children’s listening, learning, and wellbeing in the classroom: The Listen to Learn for Life (L3) Assessment Framework

artículo científico publicado en 2023

Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation?

artículo científico publicado en 2018

Are auditory and visual processing deficits related to developmental dyslexia?

artículo científico publicado en 2012

Auditory temporal processing and dyslexia in an orthographically consistent language.

artículo científico publicado en 2010

Children at Risk for Developing Reading Difficulties

Cognition, Intelligence, and Achievement

artículo científico publicado en 2015

Cognitive decline due to aging among persons with Down syndrome.

artículo científico publicado en 1995

Development of Individual Differences in Reading: Results From Longitudinal Studies in English and Finnish

article

Differences in the literacy skills of Danish dyslexic students in two types of higher education programmes

scientific article published on 25 April 2019

Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language?

artículo científico publicado en 2010

Dyslexia in a consistent orthography: Evidence from reading-level match design

artículo científico publicado en 2020

Dyslexia: Still Not a Neurodevelopmental Disorder

artículo científico publicado en 2019

Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency

scientific article published on 16 February 2018

Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties.

artículo científico publicado en 2017

Examining the developmental dynamics between achievement strategies and different literacy skills

Eye movements of university students with and without reading difficulties during naming speed tasks

artículo científico publicado en 2014

Gender differences in abused children with and without disabilities

artículo científico publicado en 1997

How university students with reading difficulties are supported in achieving their goals

artículo científico publicado en 2013

Identifying high-functioning dyslexics: is self-report of early reading problems enough?

artículo científico publicado en 2012

In Search of Matthew Effects in Reading.

artículo científico publicado en 2014

Is Dyslexia a Brain Disorder?

artículo científico publicado en 2018

Learning strategies and study approaches of postsecondary students with dyslexia.

artículo científico publicado en 2008

Literacy and linguistic development in bilingual deaf children: implications of the "and" for phonological processing.

artículo científico publicado en 2014

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency

artículo científico publicado en 2010

Low-level deficits in beat perception: neither necessary nor sufficient for explaining developmental dyslexia in a consistent orthography

artículo científico publicado en 2012

Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

artículo científico publicado en 2015

Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency.

artículo científico publicado en 2015

Mothers’ reading-related activities at home and learning to read during kindergarten

artículo científico publicado en 2010

Phonological and orthographic spelling in high-functioning adult dyslexics.

artículo científico

Phonological representations in deaf children: rethinking the "functional equivalence" hypothesis

scientific article published on 16 July 2008

Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1

Processing of derived forms in high-functioning dyslexics.

artículo científico

Quantitative analyses of schooling effects on executive function in young children.

artículo científico publicado en 1999

Rapid naming speed components and reading development in a consistent orthography.

artículo científico publicado en 2012

Reading Processes of University Students with Dyslexia - An Examination of the Relationship between Oral Reading and Reading Comprehension

artículo científico

Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?

scientific article published on 25 January 2019

The Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children

artículo científico publicado en 2014

The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties

artículo científico publicado en 2015

The double deficit hypothesis in the transparent Finnish orthography: a longitudinal study from kindergarten to Grade 2

artículo científico publicado en 2013

The role of achievement strategies on literacy acquisition across languages

artículo científico publicado en 2011

Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8

artículo científico publicado en 2008

University Students with Reading Difficulties: Do Perceived Supports and Comorbid Difficulties Predict Well-Being and GPA?

artículo científico publicado en 2015

Use of context in the word recognition process by adults with a significant history of reading difficulties.

artículo científico

Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults With Reading Difficulties.

artículo científico publicado en 2014

Why is rapid automatized naming related to reading?

artículo científico publicado en 2013

Lista de obras de Rauno K. Parrila

A meta-analysis of reading-level match dyslexia studies in consistent alphabetic orthographies

An interdisciplinary approach to enhance children’s listening, learning, and wellbeing in the classroom: The Listen to Learn for Life (L3) Assessment Framework

Are RAN deficits in university students with dyslexia due to defective lexical access, impaired anchoring, or slow articulation?

Are auditory and visual processing deficits related to developmental dyslexia?

Auditory temporal processing and dyslexia in an orthographically consistent language.

Children at Risk for Developing Reading Difficulties

Cognition, Intelligence, and Achievement

Cognitive decline due to aging among persons with Down syndrome.

Development of Individual Differences in Reading: Results From Longitudinal Studies in English and Finnish

Differences in the literacy skills of Danish dyslexic students in two types of higher education programmes

Does task-focused versus task-avoidance behavior matter for literacy development in an orthographically consistent language?

Dyslexia in a consistent orthography: Evidence from reading-level match design

Dyslexia: Still Not a Neurodevelopmental Disorder

Examining an Extended Home Literacy Model: The Mediating Roles of Emergent Literacy Skills and Reading Fluency

Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties.

Examining the developmental dynamics between achievement strategies and different literacy skills

Eye movements of university students with and without reading difficulties during naming speed tasks

Gender differences in abused children with and without disabilities

How university students with reading difficulties are supported in achieving their goals

Identifying high-functioning dyslexics: is self-report of early reading problems enough?

In Search of Matthew Effects in Reading.

Is Dyslexia a Brain Disorder?

Learning strategies and study approaches of postsecondary students with dyslexia.

Literacy and linguistic development in bilingual deaf children: implications of the "and" for phonological processing.

Longitudinal predictors of reading and spelling across languages varying in orthographic consistency

Low-level deficits in beat perception: neither necessary nor sufficient for explaining developmental dyslexia in a consistent orthography

Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

Modeling the relationship between rapid automatized naming and literacy skills across languages varying in orthographic consistency.

Mothers’ reading-related activities at home and learning to read during kindergarten

Phonological and orthographic spelling in high-functioning adult dyslexics.

Phonological representations in deaf children: rethinking the "functional equivalence" hypothesis

Predictors of mothers' and fathers' teaching of reading and mathematics during kindergarten and Grade 1

Processing of derived forms in high-functioning dyslexics.

Quantitative analyses of schooling effects on executive function in young children.

Rapid naming speed components and reading development in a consistent orthography.

Reading Processes of University Students with Dyslexia - An Examination of the Relationship between Oral Reading and Reading Comprehension

Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?

The Contribution of RAN Pause Time and Articulation Time to Reading Across Languages: Evidence From a More Representative Sample of Children

The Role of Metacognitive Reading Strategies, Metacognitive Study and Learning Strategies, and Behavioral Study and Learning Strategies in Predicting Academic Success in Students With and Without a History of Reading Difficulties

The double deficit hypothesis in the transparent Finnish orthography: a longitudinal study from kindergarten to Grade 2

The role of achievement strategies on literacy acquisition across languages

Toward a comprehensive view of the skills involved in word reading in Grades 4, 6, and 8

University Students with Reading Difficulties: Do Perceived Supports and Comorbid Difficulties Predict Well-Being and GPA?

Use of context in the word recognition process by adults with a significant history of reading difficulties.

Using a Multidimensional Measure of Resilience to Explain Life Satisfaction and Academic Achievement of Adults With Reading Difficulties.

Why is rapid automatized naming related to reading?