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2020 ◽  
Vol 15 ◽  
pp. 111-115
Author(s):  
Eda Can ◽  
Ayşegül Vural ◽  
Esra Mengi

Dyslexia is a spesific learning disability that is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. Due to these difficulties, phonological component of language is also affected. Via an articulation test, it was revealed that dyslexic students made errors in some consonants both at the beginning and at the end of the words. There was a relation between the age and dyslexia on the performance of phonological tasks whereas this relation could not be found between gender and dyslexia. As proposed before, the students without dyslexia made less errors compared to the dyslexic students.


2018 ◽  
Vol 23 (2) ◽  
pp. 192-201 ◽  
Author(s):  
Maya Rossi ◽  
Sandra Martin-Chang ◽  
Gene Ouellette
Keyword(s):  

2014 ◽  
Vol 27 (8) ◽  
pp. 1485-1505 ◽  
Author(s):  
Sandra Martin-Chang ◽  
Gene Ouellette ◽  
Melanie Madden

PLoS ONE ◽  
2012 ◽  
Vol 7 (5) ◽  
pp. e38201 ◽  
Author(s):  
Daniela Gebauer ◽  
Andreas Fink ◽  
Reinhard Kargl ◽  
Gernot Reishofer ◽  
Karl Koschutnig ◽  
...  

2009 ◽  
Vol 13 (4) ◽  
pp. 295-317 ◽  
Author(s):  
Virginia M. Holmes ◽  
Lisa Quinn

2001 ◽  
Vol 5 (4) ◽  
pp. 319-350 ◽  
Author(s):  
Virginia M. Holmes ◽  
Anne E. Castles

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