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本文引用的文献

1
Relationship of word- and sentence-level working memory to reading and writing in second, fourth, and sixth grade.二、四、六年级单词和句子工作记忆与读写的关系。
Lang Speech Hear Serv Sch. 2010 Apr;41(2):179-93. doi: 10.1044/0161-1461(2009/08-0002). Epub 2009 Sep 15.
2
Functional magnetic resonance imaging sequential-finger movement activation differentiating good and poor writers.功能磁共振成像序列手指运动激活区分优秀和较差的书写者。
J Clin Exp Neuropsychol. 2009 Nov;31(8):967-83. doi: 10.1080/13803390902780201. Epub 2009 Apr 8.
3
Gender differences in severity of writing and reading disabilities.书写和阅读障碍严重程度的性别差异。
J Sch Psychol. 2008 Apr;46(2):151-72. doi: 10.1016/j.jsp.2007.02.007. Epub 2007 Apr 2.
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Abnormal fMRI Connectivity in Children with Dyslexia During a Phoneme Task: Before But Not After Treatment .诵读困难儿童在音素任务期间的功能磁共振成像连接异常：治疗前而非治疗后
J Neurolinguistics. 2008 Jul;21(4):294-304. doi: 10.1016/j.jneuroling.2007.07.002.
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A multidisciplinary approach to understanding developmental dyslexia within working-memory architecture: genotypes, phenotypes, brain, and instruction.一种在工作记忆结构内理解发育性阅读障碍的多学科方法：基因型、表型、大脑与教学。
Dev Neuropsychol. 2008;33(6):707-44. doi: 10.1080/87565640802418662.
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Executive functions for reading and writing in typical literacy development and dyslexia.典型读写能力发展和阅读障碍中阅读与写作的执行功能。
J Clin Exp Neuropsychol. 2008 Jul;30(5):588-606. doi: 10.1080/13803390701562818.
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Writing problems in developmental dyslexia: under-recognized and under-treated.发育性阅读障碍中的书写问题：未得到充分认识和治疗。
J Sch Psychol. 2008 Feb;46(1):1-21. doi: 10.1016/j.jsp.2006.11.008.
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Identifying and predicting classes of response to explicit phonological spelling instruction during independent composing.
J Learn Disabil. 2008 May-Jun;41(3):218-34. doi: 10.1177/0022219408315639.
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Converging evidence for triple word form theory in children with dyslexia.阅读障碍儿童三重词形理论的汇聚证据。
Dev Neuropsychol. 2006;30(1):547-89. doi: 10.1207/s15326942dn3001_3.
10
Effects of prior attention training on child dyslexics' response to composition instruction.先前注意力训练对儿童阅读障碍者作文指导反应的影响。
Dev Neuropsychol. 2006;29(1):243-60. doi: 10.1207/s15326942dn2901_12.

Highlights of Programmatic, Interdisciplinary Research on Writing.

作者信息

Berninger Virginia W

机构信息

University of Washington.

出版信息

Learn Disabil Res Pract. 2009 May;24(2):69-80. doi: 10.1111/j.1540-5826.2009.00281.x.

DOI:10.1111/j.1540-5826.2009.00281.x
PMID:19644563
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC2717633/
Abstract
摘要