Work

Exploring Theoretically Relevant Word Reading Instructional Elements: Moving beyond Component Training toward Building Strong Lexical Representations in Children with Dyslexia

Year: 2025

Type: article

Source: Mind Brain and Education

DOI: 10.1111/mbe.70022

Authors: Laura M. Steacy, Madison G. Kellenberger, Jordan Dozier, Donald L. Compton

Institutions: Florida State University, University of Connecticut

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: closed

Funders: Institute of Education Sciences, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Awards: G2220163774, Instructional Supports for Children with Dyslexia Learning to Read Complex Words, Determinants of phenotypes within the word reading (dis)ability population: The impact of varied language experiences and child attributes on emerging reading skills

OpenAlex ID: W4415565896

FWCI: 3.989

Cites: 35

Cited by: 2

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