Ken Pugh, PhD

Haskins Laboratories, New Haven, CT, United States 
Language, Human Development
"Ken Pugh"
Mean distance: 17.78 (cluster 15)
Cross-listing: LinguisTree - CSD Tree

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Steacy LM, Wade-Woolley L, Rueckl JG, et al. (2019) The Role of Set for Variability in Irregular Word Reading: Word and Child Predictors in Typically Developing Readers and Students At-Risk for Reading Disabilities. Scientific Studies of Reading : the Official Journal of the Society For the Scientific Study of Reading. 23: 523-532
Compton DL, Steacy LM, Petscher Y, et al. (2019) Linking Behavioral and Computational Approaches to Better Understand Variant Vowel Pronunciations in Developing Readers. New Directions For Child and Adolescent Development
Wang X, Fu R, Xia X, et al. (2018) Spatial Properties of Mismatch Negativity in Patients with Disorders of Consciousness. Neuroscience Bulletin
Rueckl JG, Paz-Alonso PM, Molfese PJ, et al. (2015) Universal brain signature of proficient reading: Evidence from four contrasting languages. Proceedings of the National Academy of Sciences of the United States of America
Preston JL, Molfese PJ, Frost SJ, et al. (2015) Print-Speech Convergence Predicts Future Reading Outcomes in Early Readers. Psychological Science
Zhang C, Pugh KR, Mencl WE, et al. (2015) Functionally integrated neural processing of linguistic and talker information: An event-related fMRI and ERP study. Neuroimage
Ojanen E, Ronimus M, Ahonen T, et al. (2015) GraphoGame - a catalyst for multi-level promotion of literacy in diverse contexts. Frontiers in Psychology. 6: 671
Diehl JJ, Frost SJ, Sherman G, et al. (2014) Neural correlates of language and non-language visuospatial processing in adolescents with reading disability. Neuroimage. 101: 653-66
Gimenez P, Bugescu N, Black JM, et al. (2014) Neuroimaging correlates of handwriting quality as children learn to read and write. Frontiers in Human Neuroscience. 8: 155
Pugh KR, Frost SJ, Rothman DL, et al. (2014) Glutamate and choline levels predict individual differences in reading ability in emergent readers. The Journal of Neuroscience : the Official Journal of the Society For Neuroscience. 34: 4082-9
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