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How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

Frontiers in psychology, 2016-08, Vol.7, p.1217-1217

2016

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Growing Minds: A Developmental Theory of Intelligence, Brain, and Education

1, 2018

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Developmental Language Disorder and Autism: Commonalities and Differences on Language

Brain sciences, 2021-04, Vol.11 (5), p.589

2021

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Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?

Journal of learning disabilities, 2019-01, Vol.52 (1), p.3-14

2019

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Mapping Mind-Brain Development: Towards a Comprehensive Theory

Journal of intelligence, 2020-06, Vol.8 (2), p.19

2020

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A longitudinal investigation of the double dissociation between reading and spelling deficits: the role of linguistic and executive function skills

Reading & writing, 2020-04, Vol.33 (4), p.1075-1104

2020

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Occupational stress and musculoskeletal symptoms in firefighters

International journal of occupational medicine and environmental health, 2019-01, Vol.32 (3), p.341-352

2019

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Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

Studies in second language learning and teaching, 2020-12, Vol.10 (4), p.779-805

2020

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From Cognitive Development to Intelligence: Translating Developmental Mental Milestones into Intellect

Journal of intelligence, 2017-08, Vol.5 (3), p.30

2017

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Speed of processing, control of processing, working memory and crystallized and fluid intelligence: Evidence for a developmental cascade

Intelligence (Norwood), 2020-11, Vol.83, p.101503, Article 101503

2020

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Changing priorities in the development of cognitive competence and school learning: A general theory

Frontiers in psychology, 2022-09, Vol.13, p.954971-954971

2022

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Memory functioning and mental verbs acquisition in children with specific language impairment

Research in developmental disabilities, 2011-11, Vol.32 (6), p.2916-2926

2011

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Theory of mind and specific language impairment in school-age children

Journal of communication disorders, 2016-05, Vol.61, p.83-96

Spanoudis, George

2016

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gP for What is Common between Developing Intelligence and Personality: Response to the Commentators

Journal of intelligence, 2018-12, Vol.6 (4), p.54

2018

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Mind-Personality Relations from Childhood to Early Adulthood

Journal of intelligence, 2018-12, Vol.6 (4), p.51

2018

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Coping With Logical Fallacies: A Developmental Training Program for Learning to Reason

Child development, 2016-11, Vol.87 (6), p.1856-1876

2016

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The typical and atypical developing mind: a common model

Development and psychopathology, 2024-05, p.1-13

2024

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Cognitive ability, cognitive self-awareness, and school performance: From childhood to adolescence

Intelligence (Norwood), 2020-03, Vol.79, p.101432-10, Article 101432

2020

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Changing developmental priorities between executive functions, working memory, and reasoning in the formation of g from 6 to 12 years

Intelligence (Norwood), 2022-01, Vol.90, p.101602, Article 101602

2022

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English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

Dyslexia (Chichester, England), 2018-11, Vol.24 (4), p.357-379

2018

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The future of intelligence: The central meaning-making unit of intelligence in the mind, the brain, and artificial intelligence

Intelligence (Norwood), 2021-07, Vol.87, p.101562, Article 101562

2021

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Predicting school performance from cognitive ability, self-representation, and personality from primary school to senior high school

Intelligence (Norwood), 2019-09, Vol.76, p.101381, Article 101381

2019

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Toddlers with delayed expressive language: An overview of the characteristics, risk factors and language outcomes

Research in developmental disabilities, 2014-02, Vol.35 (2), p.400-407

2014

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Cognition and cognizance in preschool predict school achievement in primary school

Cognitive development, 2020-04, Vol.54, p.100872, Article 100872

2020

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Developmental reconstruction of cognitive ability: Interactions between executive, cognizance, and reasoning processes in childhood

Cognitive development, 2021-10, Vol.60, p.101124, Article 101124

2021

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How Is RAN Related to Reading Fluency? A Comprehensive Examination of the Prominent Theoretical Accounts

Growing Minds: A Developmental Theory of Intelligence, Brain, and Education

Developmental Language Disorder and Autism: Commonalities and Differences on Language

Specific Language Impairment and Reading Disability: Categorical Distinction or Continuum?

Mapping Mind-Brain Development: Towards a Comprehensive Theory

A longitudinal investigation of the double dissociation between reading and spelling deficits: the role of linguistic and executive function skills

Occupational stress and musculoskeletal symptoms in firefighters

Cross-country comparison of EFL teacher preparedness to include dyslexic learners: Validation of a questionnaire

From Cognitive Development to Intelligence: Translating Developmental Mental Milestones into Intellect

Speed of processing, control of processing, working memory and crystallized and fluid intelligence: Evidence for a developmental cascade

Changing priorities in the development of cognitive competence and school learning: A general theory

Memory functioning and mental verbs acquisition in children with specific language impairment

Theory of mind and specific language impairment in school-age children

gP for What is Common between Developing Intelligence and Personality: Response to the Commentators

Mind-Personality Relations from Childhood to Early Adulthood

Coping With Logical Fallacies: A Developmental Training Program for Learning to Reason

The typical and atypical developing mind: a common model

Cognitive ability, cognitive self-awareness, and school performance: From childhood to adolescence

Changing developmental priorities between executive functions, working memory, and reasoning in the formation of g from 6 to 12 years

English as a foreign language teacher training needs and perceived preparedness to include dyslexic learners: The case of Greece, Cyprus, and Poland

The future of intelligence: The central meaning-making unit of intelligence in the mind, the brain, and artificial intelligence

Predicting school performance from cognitive ability, self-representation, and personality from primary school to senior high school

Toddlers with delayed expressive language: An overview of the characteristics, risk factors and language outcomes

Cognition and cognizance in preschool predict school achievement in primary school

Developmental reconstruction of cognitive ability: Interactions between executive, cognizance, and reasoning processes in childhood

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