Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation? von LAW, JEREMY M., VEISPAK, ANNELI, VANDERAUWERA, JOLIJN, GHESQUIÈRE, POL

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A qualitative and quantitative review of diffusion tensor imaging studies in reading and dyslexia von VANDERMOSTEN, Maaike, BOETS, Bart, WOUTERS, Jan, GHESQUIERE, Pol

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The predictive value of numerical magnitude comparison for individual differences in mathematics achievement von De Smedt, Bert, Verschaffel, Lieven, Ghesquière, Pol

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A Tractography Study in Dyslexia: Neuroanatomic Correlates of Orthographic, Phonological and Speech Processing von Vandermosten, Maaike, Boets, Bart, Poelmans, Hanne, Sunaert, Stefan, Wouters, Jan, Ghesquiere, Pol

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Symbolic magnitude processing in elementary school children: A group administered paper-and-pencil measure (SYMP Test) von Brankaer, Carmen, Ghesquière, Pol, De Smedt, Bert

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A three-time point longitudinal investigation of the arcuate fasciculus throughout reading acquisition in children developing dyslexia von Van Der Auwera, Stijn, Vandermosten, Maaike, Wouters, Jan, Ghesquière, Pol, Vanderauwera, Jolijn

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Morphological Processing in Children with Developmental Dyslexia: A Visual Masked Priming Study von Law, Jeremy M, Ghesquière, Pol

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Diffusion tensor imaging and resting-state functional MRI-scanning in 5- and 6-year-old children: training protocol and motion assessment von Theys, Catherine, Wouters, Jan, Ghesquière, Pol

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Beyond global differences between monolingual and bilingual children on the nonword repetition task: retention skills for phonemes’ identity and serial order von SCHRAEYEN, KIRSTEN, VAN DER ELST, WIM, GEUDENS, ASTRID, GHESQUIÈRE, POL, SANDRA, DOMINIEK

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Brain activity patterns of phonemic representations are atypical in beginning readers with family risk for dyslexia von Vandermosten, Maaike, Correia, Joao, Vanderauwera, Jolijn, Wouters, Jan, Ghesquière, Pol, Bonte, Milene

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Children's mapping between non-symbolic and symbolic numerical magnitudes and its association with timed and untimed tests of mathematics achievement von Brankaer, Carmen, Ghesquière, Pol, De Smedt, Bert

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Atypical neural processing of rise time by adults with dyslexia von Van Hirtum, Tilde, Ghesquière, Pol, Wouters, Jan

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A Bridge over Troubled Listening: Improving Speech-in-Noise Perception by Children with Dyslexia von Van Hirtum, Tilde, Ghesquière, Pol, Wouters, Jan

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Symbolic Numerical Magnitude Processing Is as Important to Arithmetic as Phonological Awareness Is to Reading von Vanbinst, Kiran, Ansari, Daniel, Ghesquière, Pol, De Smedt, Bert

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Brain–behavior dynamics between the left fusiform and reading von Beelen, Caroline, Blockmans, Lauren, Wouters, Jan, Ghesquière, Pol, Vandermosten, Maaike

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Dynamics of cognitive predictors during reading acquisition in a sample of children overrepresented for dyslexia risk von Blockmans, Lauren, Kievit, Rogier, Wouters, Jan, Ghesquière, Pol, Vandermosten, Maaike

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Early dynamics of white matter deficits in children developing dyslexia von Vanderauwera, Jolijn, Wouters, Jan, Vandermosten, Maaike, Ghesquière, Pol

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Does numerical processing uniquely predict first graders’ future development of single-digit arithmetic? von Vanbinst, Kiran, Ghesquière, Pol, De Smedt, Bert

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Cross-domain associations of key cognitive correlates of early reading and early arithmetic in 5-year-olds von Vanbinst, Kiran, van Bergen, Elsje, Ghesquière, Pol, De Smedt, Bert

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Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade von De Smedt, Bert, Janssen, Rianne, Bouwens, Kelly, Verschaffel, Lieven, Boets, Bart, Ghesquière, Pol

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