Modeling Phonological Core Deficits Within a Working Memory Architecture in Children and Adults With Developmental Dyslexia

By Virginia W. Berninger, Robert D. Abbott, Jennifer B. Thomson, R. Wagner, H. Lee Swanson, Ellen M. Wijsman, W. Raskind. 2006

164 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Psychiatry and Mental health, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/ab63e919e67cd1040e72b03ed70df89d0c1b22c4

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. Barbara J. Wendling
2. K. McGrew
3. D. Follmer
4. Y. Kim
5. Christiany Suwartono
6. Paul J Silvia
7. Roger E. Beaty
8. T. Keith

In Psychiatry and Mental health

1. D. Follmer

In Statistics and Probability

1. Barbara J. Wendling
2. K. McGrew
3. D. Follmer

Citations in the corpus

• Executive Function and Reading Comprehension: A Meta-Analytic Review (2018, result): “This and other work (e.g., Berninger et al., 2006; Daza, Phillips-Silver, Ruiz-Cuadra, & L opez-L opez, 2014; Helland & Morken, 2016; May, Rinehart, Wilding, & Cornish, 2015) suggests differential recruitment of executive functions in reading processes and reading comprehension among varied…”
• Cattell–Horn–Carroll cognitive‐achievement relations: What we have learned from the past 20 years of research (2010, background): “…map graphemes to phonemes; rapid processing of visual symbols; etc.) have been reported as important for reading (e.g., Barker, Torgesen, & Wagner, 1992; Berninger, 1990; Berninger et al., 2006; Flanagan et al., 2006; Hale & Fiorello, 2004; Urso, 2008) and are absent from intelligence batteries.”