Results 111 to 120 of about 129,791 (305)

Dyslexia and the Phonological Deficit Hypothesis

Educazione Linguistica Language Education, 2012
The present essay aims at investigating the relationship between dyslexia, phonological awareness, and the development of reading skills, both in a first language (L1) and in a foreign language (FL) – and especially in the English language.
Costenaro, Verusca, Pesce, Antonella
doaj   +1 more source

The contribution of different components of phonological awareness to early reading [PDF]

Specijalna Edukacija i Rehabilitacija
Introduction. Phonological awareness has proved to be one of the fundamental skills underlying the development and acquisition of reading ability in various languages, including those with transparent orthography such as Serbian.
Čolić Gordana R., Savić Maja M.
doaj   +1 more source

Non-phonological Strategies in Spelling Development

Frontiers in Psychology, 2020
This paper investigated the role that types of knowledge beyond phonology have on spelling development, such as knowledge of morpheme-to-grapheme mappings, of orthographic patterns, and of word-specific orthographic patterns. It is based on the modern view that children do not learn spelling in discrete stages but, rather, they apply different types of
openaire   +4 more sources

Working memory and working attention: What could possibly evolve? [PDF]

, 2010
The concept of “working” memory is traceable back to nineteenth century theorists (Baldwin, 1894; James 1890) but the term itself was not used until the mid-twentieth century (Miller, Galanter & Pribram, 1960).
Beaman, Charles Philip
core   +1 more source

Enjoyment and perceived teacher conflict shape early L2 English performance: A longitudinal study in primary school

British Journal of Educational Psychology, EarlyView.
Abstract Background Learning English as a second language (L2) is crucial in a globalized world. However, longitudinal evidence on how young learners' achievement emotions and perceived teacher–child relationship quality jointly shape L2 outcomes remains limited.
Fabiola Silletti, Gabrielle Coppola, Cristina Semeraro, Rosalinda Cassibba, Paola Palladino, Matteo Gatti, Pasquale Musso   +6 more
wiley   +1 more source

Changes in audio-spatial working memory abilities during childhood: The role of spatial and phonological development. [PDF]

PLoS One, 2021
Setti W, Cuturi LF, Sandini G, Gori M.
europepmc   +1 more source

Phonological Awareness and Literacy Development in Children With Expressive Phonological Impairments

Journal of Speech, Language, and Hearing Research, 1995
This study investigated the link between expressive phonological impairments, phonological awareness, and literacy. Previous investigations of literacy skills in children with speech impairments have given mixed results; here we considered whether presence of additional language impairments or severity of the speech impairment was an important ...
Bird, J, Bishop, DV, Freeman, NH
openaire   +3 more sources

How do gestural interactions support visuospatial cognition in STEM learning?

British Journal of Educational Technology, EarlyView.
Abstract Existing literature shows that touchscreen devices can support learning of visuospatially rich STEM content. However, the mechanisms by which touchscreen devices support cognition in learning remains unclear. This study examined how gestural interactions afforded by touchscreen devices support visuospatial cognition in STEM learning by ...
Zhen Xu, Pasha Antonenko, Kara M. Dawson, Do Hyong Koh, Christine Wusylko   +4 more
wiley   +1 more source

The relationship between phonological awareness and fine motor skills in younger school-age children [PDF]

Specijalna Edukacija i Rehabilitacija
Introduction. Although the correlation between motor and language development has been analyzed through various studies, the correlation between phonological development and fine motor skills in younger school-age children has not been sufficiently ...
Janjić Jovana P., Nikolić Snežana J.
doaj   +1 more source

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