The DOI matches its Crossref record; 8 of the 8 references it cites were found in a registry or an index.
Pseudoname Learning by German-Speaking Children with Dyslexia: Evidence for a Phonological Learning Deficit
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Citations
Cites
The phonological loop as a language learning device.
Baddeley, A., Gathercole, S., & Papagno, C. (1998) · Psychological Review · doi:10.1037/0033-295x.105.1.158 · Cited by 2,199
Rapid “automatized” naming (R.A.N.): Dyslexia differentiated from other learning disabilities
Denckla, M. B., & Rudel, R. G. (1976) · Neuropsychologia · doi:10.1016/0028-3932(76)90075-0 · Cited by 1,457
Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia
Bowers, P. G., & Wolf, M. (1993) · Reading and Writing · doi:10.1007/bf01026919 · Cited by 663
The impact of orthographic consistency on dyslexia: A German-English comparison
Landerl, K., Wimmer, H., & Frith, U. (1997) · Cognition · doi:10.1016/s0010-0277(97)00005-x · Cited by 582
Self-citationGoswami, U., Gombert, J. E., & de Barrera, L. F. (1998) · Applied Psycholinguistics · doi:10.1017/s0142716400010560 · Cited by 330
Working Memory Deficits of Reading Disabled Children
de Jong, P. F. (1998) · Journal of Experimental Child Psychology · doi:10.1006/jecp.1998.2451 · Cited by 306
Cross-National Comparisons of Developmental Dyslexia in Italy and the United States
Lindgren, S. D., de Renzi, E., & Richman, L. C. (1985) · Child Development · doi:10.2307/1130460 · Cited by 219
Beginning to read in Turkish: A phonologically transparent orthography
Öney, B., & Durgunoğlu, A. Y. (1997) · Applied Psycholinguistics · doi:10.1017/s014271640000984x · Cited by 210
Cited by
A structural analysis of working memory and related cognitive skills in young children
Alloway, T. P., Gathercole, S. E., Willis, C., & Adams, A.-M. (2004) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2003.10.002 · Cited by 606
The double-deficit hypothesis and difficulties in learning to read a regular orthography.
Wimmer, H., Mayringer, H., & Landerl, K. (2000) · Journal of Educational Psychology · doi:10.1037//0022-0663.92.4.668 · Cited by 445
Self-citationWorking memory training improves reading processes in typically developing children.
Loosli, S. V., Buschkuehl, M., Perrig, W. J., & Jaeggi, S. M. (2012) · Child Neuropsychology · doi:10.1080/09297049.2011.575772 · Cited by 365
Children with dyslexia lack multiple specializations along the visual word-form (VWF) system.
van der Mark, S., Bucher, K., Maurer, U., Schulz, E., Brem, S., Buckelmüller, J., Kronbichler, M., Loenneker, T., Klaver, P., Martin, E., et al. (2009) · NeuroImage · doi:10.1016/j.neuroimage.2009.05.021 · Cited by 232
(2006) · doi:10.5897/err.9000188 · Cited by 214
Metadata
- Authors
- Mayringer, H., & Wimmer, H.
- Venue
- Journal of Experimental Child Psychology
- Publisher
- Elsevier BV
- Published
- 2000-02
- Volume
- 75
- Issue
- 2
- Pages
- 116-133
- ISSN
- 0022-0965 (ISSN-L)
- OpenAlex
- W1965380514
- Cited by
- 170
- References
- 8
- FWCI
- 7.60
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: Pseudoname Learning by German-Speaking Children with Dyslexia: Evidence for a Phonological Learning Deficit. https://app.cochat.ai/papers/10.1006/jecp.1999.2525
- The paper
- Mayringer, H., & Wimmer, H. (2000). Pseudoname Learning by German-Speaking Children with Dyslexia: Evidence for a Phonological Learning Deficit. Journal of Experimental Child Psychology. https://doi.org/10.1006/jecp.1999.2525
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
