Phonological recoding deficit in working memory of dyslexic teenagers

By S. Palmer. 2000

99 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/78fd8839d7d128877675331a926343161f8e5716

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Natalie Lavers
2. R. Savage
3. V. Pillay
4. M. Dehn
5. Y. Chiu

In Experimental and Cognitive Psychology

1. Natalie Lavers
2. R. Savage
3. V. Pillay
4. M. Dehn

In Statistics and Probability

1. Natalie Lavers
2. R. Savage
3. V. Pillay
4. M. Dehn

Citations in the corpus

• Working Memory and Reading Difficulties: What We Know and What We Don’t Know About the Relationship (2007, methodology): “Palmer suggests that when reading, dyslexic children are still depending strongly on a visual coding. Palmer (2000c) also investigated the developmental profiles of readers and found that the ability to inhibit the visual response to visual stimuli whilst processing the phonological representation b”
• A meta-analysis of executive functioning in dyslexia with consideration of the impact of comorbid ADHD (2019, background): “…= 34 8–12y 10.66y m 64%, f 36% None present WCST Accuracy, BDS SA, AWM Medical, Psychological, educational professions & parents OP clinic & Schools 15 CS Palmer 2000 United Kingdom D = 16 C = 16 14y 12 −18y m 69%, f 31% None present WCST Perseverative errors SA Schools – 16 CS Poljac et al. 2010…”
• Working Memory and Academic Learning: Assessment and Intervention (2008, background): “Interestingly, the development of visuospatial recoding may mirror the development of executive working memory (Palmer, 2000), thereby providing a window on the progression of executive working memory capacity.”