Crossref Citations
This article has been cited by the following publications. This list is generated based on data provided by
Crossref.
Defior, Sylvia
Jiménez-Fernández, Gracia
Calet, Nuria
and
Serrano, Francisca
2015.
Learning to read and write in Spanish: phonology in addition to which other processes? / Aprendiendo a leer y escribir en español: además de la fonología, ¿qué otros procesos?.
Estudios de Psicología,
Vol. 36,
Issue. 3,
p.
571.
Suárez-Coalla, Paz
Martínez-García, Cristina
and
Cuetos, Fernando
2017.
Morpheme-Based Reading and Writing in Spanish Children with Dyslexia.
Frontiers in Psychology,
Vol. 8,
Issue. ,
Burani, Cristina
Marcolini, Stefania
Traficante, Daniela
and
Zoccolotti, Pierluigi
2018.
Reading Derived Words by Italian Children With and Without Dyslexia: The Effect of Root Length.
Frontiers in Psychology,
Vol. 9,
Issue. ,
D'ALESSIO, MARIA JOSEFINA
JAICHENCO, VIRGINIA
and
WILSON, MAXIMILIANO A.
2018.
The role of morphology in word naming in Spanish-speaking children.
Applied Psycholinguistics,
Vol. 39,
Issue. 5,
p.
1065.
Lázaro, Miguel
Illera, Víctor
Acha, Joana
Escalonilla, Ainoa
García, Seila
and
Sainz, Javier S.
2018.
Morphological effects in word identification: tracking the developmental trajectory of derivational suffixes in Spanish.
Reading and Writing,
Vol. 31,
Issue. 7,
p.
1669.
Deacon, S. Hélène
Tong, Xiuli
and
Mimeau, Catherine
2019.
Developmental Dyslexia across Languages and Writing Systems.
p.
327.
Antzaka, Alexia
Acha, Joana
Carreiras, Manuel
and
Lallier, Marie
2019.
Does the visual attention span play a role in the morphological processing of orthographic stimuli?.
Quarterly Journal of Experimental Psychology,
Vol. 72,
Issue. 7,
p.
1704.
D'Alessio, María Josefina
Jaichenco, Virginia
and
Wilson, Maximiliano A.
2019.
The relationship between morphological awareness and reading comprehension in Spanish‐speaking children.
Scandinavian Journal of Psychology,
Vol. 60,
Issue. 6,
p.
501.
D’Alessio, María Josefina
Wilson, Maximiliano A.
and
Jaichenco, Virginia
2019.
Morphological De-com-pos-it-ion Helps Recognize Low-er Frequency Words in Typically Developing Spanish-Speaking Children.
Journal of Psycholinguistic Research,
Vol. 48,
Issue. 6,
p.
1407.
Shalhoub-Awwad, Yasmin
2020.
The Role of Nominal Word Pattern in Arabic Reading Acquisition: Insights from Cross-modal Priming.
Scientific Studies of Reading,
Vol. 24,
Issue. 4,
p.
307.
Lázaro, Miguel
Pérez, Elisa
and
Martínez, Rosario
2020.
Perceptual salience of derivational suffixes in visual word recognition.
Scandinavian Journal of Psychology,
Vol. 61,
Issue. 3,
p.
348.
Giazitzidou, Sophia
and
Padeliadu, Susana
2022.
Contribution of morphological awareness to reading fluency of children with and without dyslexia: evidence from a transparent orthography.
Annals of Dyslexia,
Vol. 72,
Issue. 3,
p.
509.
Marks, Rebecca A.
Labotka, Danielle
Sun, Xin
Nickerson, Nia
Zhang, Kehui
Eggleston, Rachel L.
Yu, Chi-Lin
Uchikoshi, Yuuko
Hoeft, Fumiko
and
Kovelman, Ioulia
2023.
Morphological awareness and its role in early word reading in English monolinguals, Spanish–English, and Chinese–English simultaneous bilinguals.
Bilingualism: Language and Cognition,
Vol. 26,
Issue. 2,
p.
268.
Martinez, Dalia
Colenbrander, Danielle
Inoue, Tomohiro
Falcón, Alberto
Rubí, Rosa
Parrila, Rauno
and
Georgiou, George K.
2024.
The effects of explicit morphological analysis instruction in early elementary Spanish speakers.
Journal of Experimental Child Psychology,
Vol. 246,
Issue. ,
p.
106004.