VISUOMOTOR INTEGRATION, EXECUTIVE FUNCTIONS, AND LEXICAL ACCESS AS CANDIDATE NEUROCOGNITIVE MARKERS OF READING PERFORMANCE IN SCHOOLCHILDREN AT RISK FOR DYSLEXIA
This study investigated the relationships among visuomotor integration, executive functions, lexical access, and reading performance in schoolchildren at risk for dyslexia. Twenty-five third-grade students aged 8–9 years completed measures of rapid automatized naming, naming errors, self-monitoring, reading comprehensi...