Foundation literacy acquisition in European orthographies von Seymour, Philip H. K., Aro, Mikko, Erskine, Jane M.

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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies von Duncan, Lynne G., Castro, São Luís, Defior, Sylvia, Seymour, Philip H.K., Baillie, Sheila, Leybaert, Jacqueline, Mousty, Philippe, Genard, Nathalie, Sarris, Menelaos, Porpodas, Costas D., Lund, Rannveig, Sigurðsson, Baldur, Þráinsdóttir, Anna S., Sucena, Ana, Serrano, Francisca

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How important are rhyme and analogy in beginning reading? von Duncan, Lynne G, Seymour, Philip H.K, Hill, Shirley

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Rimes and superrimes: An exploration of children's disyllabic rhyming skills von Duncan, Lynne G., Seymour, Philip H. K., Bolik, Fiona

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The effects of training of morphological structure on spelling derived words by dyslexic adolescents von Tsesmeli, Styliani N., Seymour, Philip H. K.

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Derivational Morphology and Spelling in Dyslexia von Tsesmeli, Styliani N, Seymour, Philip H. K

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Differing sequences of metaphonological development in French and English von DUNCAN, LYNNE G., COLÉ, PASCALE, SEYMOUR, PHILIP H. K., MAGNAN, ANNIE

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Proximal Analysis of Developmental Dyslexia in Adulthood: The Cognitive Mosaic Model von Erskine, Jane M, Seymour, Philip H. K

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Socio-economic differences in foundation-level literacy von Duncan, Lynne G., Seymour, Philip H. K.

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How do children read multisyllabic words? Some preliminary observations von Duncan, Lynne G., Seymour, Philip H.K.

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Rhymes and phonemes in the common unit task: replications and implications for beginning reading von Seymour, Philip H. K., Duncan, Lynne G., Bolik, Fiona M.

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A small-to-large unit progression in metaphonological awareness and reading? von uncan, Lynne G.D, Seymour, Philip H.K., Hill, Shirley

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Foundation-Level Dyslexia: Assessment and Treatment von Seymour, Philip H. K., Evans, Henryka M.

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Levels of Phonological Awareness and Learning to Read von Seymour, Philip H, Evans, Henryka M

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A small-to-large unit progression in metaphonological awareness and reading? von DUNCAN, Lynne G, SEYMOUR, Philip H. K, HILL, Shirley

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Beginning reading without phonology von Seymour, Philip H.K., Elder, Leona

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Beyond the Phonological Deficit Hypothesis von Seymour, Philip H. K.

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Beginning reading without semantics: a cognitive study of hyperlexia von Seymour, Philip H.K., Evans, Henryka M.

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Developmental dyslexia: a cognitive experimental analysis of phonological, morphemic, and visual impairments von Seymour, Philip H. K., Macgregor, C. Jane

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Genetic Constraints on the Development of Alphabetic Literacy: A Cognitive Study of Two 48,XXXY Cases von EVANS, H. M, SEYMOUR, P. H. K

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