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Gruppiert nach: Dokumententyp |
Veröffentlichungsdatum
Anzahl der Publikationen: 5
2022
Schmalz, Xenia; Mulatti, Claudio; Schulte-Korne, Gerd und Moll, Kristina
(2022):
Effects of complexity and unpredictability on the learning of an artificial orthography.
In: Cortex, Bd. 152: S. 1-20
2021
De Simone, Elisabetta; Beyersmann, Elisabeth; Mulatti, Claudio; Mirault, Jonathan und Schmalz, Xenia
(2021):
Order among chaos: Cross-linguistic differences and developmental trajectories in pseudoword reading aloud using pronunciation Entropy.
In: PLOS One 16(5), e0251629
In: PLOS One 16(5), e0251629
2020
Schmalz, Xenia; Robidoux, Serje; Castles, Anne und Marinus, Eva
(2020):
Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers.
In: Annals of Dyslexia, Bd. 70: S. 180-199
[PDF, 666kB]
Galuschka, Katharina; Goergen, Ruth; Kalmar, Julia; Haberstroh, Stefan; Schmalz, Xenia und Schulte-Körne, Gerd
(2020):
Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review.
In: Educational Psychologist, Bd. 55, Nr. 1: S. 1-20
2019
Schmalz, Xenia; Moll, Kristina; Mulatti, Claudio und Schulte-Koerne, Gerd
(2019):
Is Statistical Learning Ability Related to Reading Ability, and If So, Why?
In: Scientific Studies of Reading, Bd. 23, Nr. 1: S. 64-76