Research

D. Jolles, Ashkenazi, S., Kochalka, J., Evans, T., Richardson, J., Rosenberg-Lee, M., Zhao, H., Supekar, K., Chen, T., and Menon, V., “Parietal hyper-connectivity, aberrant brain organization, and circuit-based biomarkers in children with mathematical disabilities.”, Dev Sci, vol. 19, no. 4, pp. 613-31, 2016.

E. A. Farris, Ring, J., Black, J., G Lyon, R., and Odegard, T. N., “Predicting Growth in Word Level Reading Skills in Children With Developmental Dyslexia Using an Object Rhyming Functional Neuroimaging Task.”, Dev Neuropsychol, vol. 41, no. 3, pp. 145-61, 2016.

J. L. Preston, Molfese, P. J., Frost, S. J., W Mencl, E., Fulbright, R. K., Hoeft, F., Landi, N., Shankweiler, D., and Pugh, K. R., “Print-Speech Convergence Predicts Future Reading Outcomes in Early Readers.”, Psychol Sci, vol. 27, no. 1, pp. 75-84, 2016.

A. J. C. Cuddy, Wilmuth, C. A., Yap, A. J., and Carney, D. R., “Preparatory power posing affects nonverbal presence and job interview performance.”, J Appl Psychol, vol. 100, no. 4, pp. 1286-95, 2015.

U. Schild, Becker, A. B. C., and Friedrich, C. K., “Processing of syllable stress is functionally different from phoneme processing and does not profit from literacy acquisition.”, Front Psychol, vol. 5, p. 530, 2014.

D. R. Carney, Cuddy, A. J. C., and Yap, A. J., “Power posing: brief nonverbal displays affect neuroendocrine levels and risk tolerance.”, Psychol Sci, vol. 21, no. 10, pp. 1363-8, 2010.

M. McPhillips and Jordan-Black, J. - A., “Primary reflex persistence in children with reading difficulties (dyslexia): a cross-sectional study.”, Neuropsychologia, vol. 45, no. 4, pp. 748-54, 2007.

P. Quercia, Seigneuric, A., Chariot, S., Bron, A., Creuzot-Garcher, C., and Robichon, F., “[Proprioception changes induced by prismatic glasses wear in children suffering from developmental dyslexia].”, J Fr Ophtalmol, vol. 30, no. 4, pp. 380-9, 2007.

S. E. Shaywitz, Shaywitz, B. A., Fletcher, J. M., and Escobar, M. D., “Prevalence of reading disability in boys and girls. Results of the Connecticut Longitudinal Study.”, JAMA, vol. 264, no. 8, pp. 998-1002, 1990.

I. L. Smith and Ringler, L. H., “Preferred sensory modality, reading readiness, and reading achievement in first-grade children.”, Percept Mot Skills, vol. 32, no. 3, pp. 764-6, 1971.

O. L. Hurley, “Perceptual integration and reading problems.”, Except Child, vol. 35, no. 3, pp. 207-15, 1968.