Results 251 to 260 of about 68,846 (267)

Observation of cortical state-based learning in infants in a functional near-infrared spectroscopy paradigm. [PDF]

Neurophotonics
Shukla M, Martinez-Alvarez A, Gervain J.
europepmc   +1 more source

Second Language Teachers' Knowledge and Beliefs About Dyslexia: Turkish Context

Dyslexia, Volume 31, Issue 2, May 2025.
ABSTRACT Dyslexia is one of the most common language‐based learning disabilities. Teaching a second language (L2) to dyslexic students is still a contested issue among educators. Teachers' knowledge and beliefs about dyslexia play an important role in the successful inclusion of these students in L2 classrooms.
H. Gülru Yüksel, Emrah Özcan
wiley   +1 more source

Low literacy skills in adults can be largely explained by basic linguistic and domain-general predictors. [PDF]

Front Psychol
Vágvölgyi R, Sahlender M, Schröter H, Nagengast B, Dresler T, Schrader J, Nuerk HC.   +6 more
europepmc   +1 more source

Challenges in skill acquisition and memory retention in children with developmental language disorder

International Journal of Language &Communication Disorders, Volume 60, Issue 3, May/June 2025.
Abstract Background Understanding memory retention in children with developmental language disorder (DLD) compared with their typically developing (TD) peers enhances our knowledge of memory processes. Aims To examine long‐term memory consolidation of a declarative object‐location task and a procedural symbol‐writing task, along with grammatical and ...
Carmit Altman, Nehama Shaya, Roni Berke, Esther Adi‐Japha   +3 more
wiley   +1 more source

Amplitude rise time sensitivity in children with and without dyslexia: differential task effects and longitudinal relations to phonology and literacy. [PDF]

Front Psychol
Flanagan S, Wilson AM, Gabrielczyk FC, MacFarlane A, Mandke KN, Goswami U.   +5 more
europepmc   +1 more source

The Phenotypic and Genotypic Spectrum of BRPF1‐Related Disorder: 29 New Patients and Literature Review

Clinical Genetics, Volume 107, Issue 5, Page 527-540, May 2025.
This study analyses 29 new Intellectual Developmental Disorder with Dysmorphic Facies and Ptosis (IDDDFP) patients with BRPF1 variants and reveals a broad phenotypic spectrum, including novel features such as palpebral oedema. It highlights the variability in clinical expression, underlines the importance of ophthalmological assessment and detailed ...
Cindy Colson, Marine Tessarech, Elise Boucher‐Brischoux, Odile Boute‐Benejean, Catherine Vincent‐Delorme, Clémence Vanlerberghe, Simon Boussion, Justine Le Cunff, Bénédicte Duban‐Bedu, Laurence Faivre, Christel Thauvin, Christophe Philippe, Ange‐Line Bruel, Frédéric Tran Mau‐Them, Clara Houdayer, Gaetan Lesca, Audrey Putoux, Jonathan Lévy, Olivier Patat, Marlène Rio, Jamal Ghoumid, Thomas Smol   +21 more
wiley   +1 more source

The Effect of Executive Function on Word Recognition: Comparison Between Native Chinese and Learners with Chinese as A Second Language (CSL). [PDF]

J Psycholinguist Res
Mingjia C, Xian L.
europepmc   +1 more source

When Language Background Does Not Matter: Both Mono‐ and Bilingual Children Use Mutual Exclusivity and Pragmatic Context to Learn Novel Words

Developmental Science, Volume 28, Issue 3, May 2025.
ABSTRACT Do mono‐ and bilingual children differ in the way they learn novel words in ambiguous settings? Listeners may resolve referential ambiguity by assuming that novel words refer to unknown, rather than known, objects–a response known as the mutual exclusivity effect.
Natalie Bleijlevens, Anna‐Lena Ciesla, Tanya Behne   +2 more
wiley   +1 more source

Advancing Neuropsychological Rehabilitation in Primary Progressive Aphasia Based on Principles of Cognitive Neuroscience: A Scoping Review and Systematic Analysis of the Data. [PDF]

Brain Sci
Gkintoni E, Michou E.
europepmc   +1 more source

Influence of Child‐Level Factors and Lexical Characteristics on Vocabulary Knowledge of Children With Cochlear Implants and Hearing Aids

Developmental Science, Volume 28, Issue 3, May 2025.
ABSTRACT Recent studies indicate children who are deaf and hard of hearing who use cochlear implants or hearing aids know fewer spoken words than their peers with typical hearing, and often those vocabularies differ in composition. To date, however, the interaction of a child's auditory profile with the lexical characteristics of words he or she knows ...
Emily Lund, Krystal L. Werfel
wiley   +1 more source