1.Individualised stepwise adaptive treatment for 3–6-year-old preschool children impaired by attention-deficit/hyperactivity disorder (ESCApreschool): study protocol of an adaptive intervention study including two randomised controlled trials within the consortium ESCAlife

作　　者：Katja Becker ;Tobias Banaschewski ;Daniel Brandeis 等

出　　处：Trials. 2020 ;21(1):56-74.doi:10.1186/s13063-019-3872-8

出版社：BioMed Central

文章 ID：253248547

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2.Brain sensitivity to print emerges when children learn letter–speech sound correspondences

作　　者：Silvia Brem ;Silvia Bach ;Karin Kucian 等

出　　处：Proceedings of the National Academy of Sciences. 2010 ;107(17):7939-7944.doi:10.1073/pnas.0904402107

出版社：The National Academy of Sciences of the United States of America

文章 ID：200517285

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3.Individualised short-term therapy for adolescents impaired by attention-deficit/hyperactivity disorder despite previous routine care treatment (ESCAadol)—Study protocol of a randomised controlled trial within the consortium ESCAlife

作　　者：Julia Geissler ;Thomas Jans ;Tobias Banaschewski 等

出　　处：Trials. 2018 ;19(1):254.doi:10.1186/s13063-018-2635-2

出版社：BioMed Central

文章 ID：213573316

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4.Simulating reading acquisition: The link between reading outcome and multimodal brain signatures of letter–speech sound learning in prereaders

作　　者：Iliana I. Karipidis ;Georgette Pleisch ;Daniel Brandeis 等

出　　处：Scientific Reports. 2018 ;8(1):7121.doi:10.1038/s41598-018-24909-8

出版社：Springer Nature

文章 ID：230249286

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5.Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34,000 people

作　　者：Else Eising ;Nazanin Mirza-Schreiber ;Eveline L. de Zeeuw 等

出　　处：Proceedings of the National Academy of Sciences. 2022 ;119(35).doi:10.1073/pnas.2202764119

出版社：The National Academy of Sciences of the United States of America

文章 ID：1039107573

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