Results 81 to 90 of about 11,329 (276)

Lexical inference training for homonyms: Two randomized controlled trials for children with English as a first and an additional language

British Journal of Educational Psychology, EarlyView.
Abstract Background Many words have multiple meanings, which present challenges to learning, yet research has yet to identify effective interventions for homonyms. Lexical inference may be a promising strategy. Aim To evaluate a brief, novel lexical inference intervention for homonyms. Samples Children aged 7–8 years (Study 1: N = 180, Study 2: N = 76).
Sophie A. Booton, Julia M. H. Birchenough, Katie Gilligan‐Lee, Fiona Jelley, Victoria A. Murphy   +4 more
wiley   +1 more source

Study and Comparison of Phonological Awareness Skills and Naming Speed in Dyslexic and Normal Children

Journal of Rehabilitation, 2004
Objective: In recent decades, it has been accepted that , deficiencies in phonological Awareness is related to reading problems, and phonological Awareness is the most important causal factor of dyslexia. Although recent researchers on naming speed skill
A'tiyeh Ashtari, Tahereh Sima-Shirazi
doaj  

Phonological Awareness and Word Decoding Ability of Second Year BSED-English Students in USEP – Tagum Campus

, 2022
Genesis G. Genelza, Samuel Babiano, Jessebelle Hilario, Donna Corpus, Manilyn Fernandez, Kirstine Allison Naig   +5 more
openalex   +2 more sources

Oral language profiles and associated factors in children after neonatal arterial ischaemic stroke

Developmental Medicine &Child Neurology, EarlyView.
Abstract Aim To characterize language outcomes at age 7 years after neonatal arterial ischaemic stroke (NAIS) and identify language profiles and determinants. Method This prospective longitudinal cohort study included 70 children (44 males) from a French cohort with NAIS.
Laure Drutel, Virginie Dardier, Lena Avoyan, Lucie Hertz‐Pannier, Mickaël Dinomais   +4 more
wiley   +1 more source

Are Temporal and Tonal Musical Skills Related to Phonological Awareness and Literacy Skills? – Evidence From Two Cross-Sectional Studies With Children From Different Age Groups

Frontiers in Psychology, 2019
Temporal and spectral auditory processing abilities are required for efficient and unimpaired processing of speech and might thus be associated with the development of phonological and literacy skills in children. Indeed, studies with unselected children
Claudia Steinbrink, Jens Knigge, Gerd Mannhaupt, Stephan Sallat, Stephan Sallat, Anne Werkle   +5 more
doaj   +1 more source

Comprehension of implied meaning in Chinese second language listening

Foreign Language Annals, EarlyView.
Abstract Listening comprehension is crucial for second language (L2) communication and acquisition. However, it has received less attention than reading, given the transient nature of speech signals and the intangible cognitive processes involved in it.
Jiafan Zhang, Wei Cai
wiley   +1 more source

Motivation for learning Chinese compared to European languages: An exploration in English secondary schools

Foreign Language Annals, EarlyView.
Abstract There is little published research on school‐aged learners of Mandarin Chinese in anglophone contexts. This article explores English secondary school pupils' motivation for learning Chinese compared to European languages. The research questions were: (1) What is the strength and nature of pupils' self‐reported motivation for learning languages?
Robert Woore, Laura Molway, Clare Savory
wiley   +1 more source

Phonological awareness training and reading gains in a child with Williams Syndrome: a case report

Revista CEFAC
Williams syndrome is a neurodevelopmental disorder with different manifestations caused by a heterozygous segmental deletion of 1.55-1.83Mb at chromosomal band 7q11.23.
Solange de Freitas Branco Lima, Alessandra Gotuzo Seabra, Luiz Renato Rodrigues Carreiro, Tally L. Talfa, Daniela Soares Gonzales Faria, Maria Cristina Triguero Veloz Teixeira   +5 more
doaj   +1 more source

The Relationships Between Lower‐ and Higher‐Level Cognitive Skills and Multimodal Reading Comprehension Among Fourth‐Grade Students in the Digital Age

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Multimodal reading skills are essential for 21st‐century students to interpret and navigate information across various modalities on the Internet and in multimedia environments. While previous studies have delved into the effects of lower‐ and higher‐level cognitive skills on traditional reading comprehension, which involves solely written ...
Yaping Liu, Choo Mui Cheong, Xinhua Zhu
wiley   +1 more source

Research Is Needed on How Young European Children Use Digital Technology and Its Developmental Impact

Acta Paediatrica, EarlyView.
Tzipi Horowitz‐Kraus, Volker Mall, Alice Cancer, Antonietti Alessandro, Nevena Dimitrova, Stephen E. Vogel, Andrea Hahnefeld   +6 more
wiley   +1 more source