Cerebellar Function in Developmental Dyslexia by Stoodley, C, Stein, J

The cerebellum and dyslexia. by Stoodley, C, Stein, J

Cerebellar function in developmental dyslexia. by Stoodley, C, Stein, J

Autism spectrum disorder and the cerebellum. by Becker, E, Stoodley, C

A processing speed deficit in dyslexic adults? Evidence from a peg-moving task. by Stoodley, C, Stein, J

Implicit motor learning deficits in dyslexic adults. by Stoodley, C, Harrison, E, Stein, J

Functional MRI evidence for the importance of visual short-term memory in logographic reading. by Koyama, MS, Stein, J, Stoodley, C, Hansen, P

Do auditory event-related potentials differ in dyslexics even when auditory discrimination is normal? by Stoodley, C, Hill, P, Stein, J, Bishop, D

Cerebral mechanisms for different second language writing systems. by Koyama, MS, Stein, J, Stoodley, C, Hansen, P

Auditory event-related potentials differ in dyslexics even when auditory psychophysical performance is normal. by Stoodley, C, Hill, P, Stein, J, Bishop, D

Implicit learning in control, dyslexic, and garden-variety poor readers. by Stoodley, C, Ray, N, Jack, A, Stein, J

Balancing and pointing tasks in dyslexic and control adults. by Stoodley, C, Fawcett, A, Nicolson, R, Stein, J

Impaired balancing ability in dyslexic children. by Stoodley, C, Fawcett, A, Nicolson, R, Stein, J

Auditory event-related potentials differ in dyslexics even when auditory psychophysical performance is normal by Stoodley, C, Hill, P, Stein, J, Bishop, D

A cross-linguistic evaluation of script-specific effects on fMRI lateralization in late second language readers by Koyama, MS, Stein, J, Stoodley, C, Hansen, P, Koyama, MS

Separate influences of acoustic AM and FM sensitivity on the phonological decoding skills of impaired and normal readers. by Witton, C, Stein, J, Stoodley, C, Rosner, B, Talcott, J

Lateralized cognitive deficits in children following cerebellar lesions. by Scott, R, Stoodley, C, Anslow, P, Paul, C, Stein, J, Sugden, E, Mitchell, C

On the relationship between dynamic visual and auditory processing and literacy skills; results from a large primary-school study. by Talcott, J, Witton, C, Hebb, G, Stoodley, C, Westwood, E, France, S, Hansen, P, Stein, J