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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 Self-Concepts in Reading and Spelling among Mono- and Multilingual Children: Extending the Bilingual Advantage Julia Festman; John W. Schwieter In: Behavioral Sciences ; Volume 9 ; Issue 4 (2019) Abstract: Cognitive representations and beliefs are what comprise an individual&rsquo ; s self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children&rsquo ; s evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes. Keyword: academic achievement; domain-specific self-concept; executive functions; metacognition; multilingual children; reading comprehension; reading fluency; spelling URL: https://doi.org/10.3390/bs9040039 BASE Hide details 2 Α psycholinguistic approach to dyslexia. Exploring executive functions in dyslexia: A literature review ... Μπελή, Βασιλική Κωνσταντίνου. - : Aristotle University of Thessaloniki, 2019 BASE Show details 3 Pilot study of executive functions in elderly adults in care homes González Sánchez, Osmila Seilet; Romeu López, Claudia Elena; Romero Naranjo, Francisco Javier. - : Future Academy, 2019 BASE Show details 4 Prevalence of Autistic-Like Traits in General Population Bilingual and Monolingual Samples and Their Effect on Cognition and Metaphor Processing/Interpretation Kašćelan, Draško. - : University of Cambridge, 2019. : Department of Theoretical and Applied Linguistics, 2019. : Trinity, 2019 BASE Show details 5 The effect of bilingualism on Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour, ADHD symptoms, and executive functions in a general primary school population Sharma, Curtis. - : University of Cambridge, 2019. : Wolfson, 2019 BASE Show details 6 Executive functioning in the classroom: Primary school teachers’ experiences of neuropsychological issues and reports Keenan, Lisa; Conroy, Sarah; O'Sullivan, Aisling. - : Elsevier, 2019 BASE Show details 7 Bilingualism effects on executive functioning: the case of Irish-English and Catalan-Spanish bilinguals Gambicchia, Elisa. - 2019 BASE Show details 8 Verbal fluency development across childhood: normative data from brazilian–portuguese speakers and underlying cognitive processes Becker, Natália; Piccolo, Luciane da Rosa; Salles, Jerusa Fumagalli de. - 2019 BASE Show details 9 Investigando funções executivas e experiência tradutória na literalidade em tradução Freitag, Patrícia Helena. - 2019 BASE Show details 10 Integrating bilingualism, verbal fluency, and executive functioning across the lifespan Zeng, Zhen (S32750); Kalashnikova, Marina (R17600); Antoniou, Mark (R17772). - : U.S., Psychology Press, 2019 BASE Show details 11 The advantages of bilingualism debate Antoniou, Mark (R17772). - : U.S., Annual Reviews, 2019 BASE Show details 12 The speech-language pathologist's role in supporting the development of self-regulation: A review and tutorial Binns, Amanda V.; Hutchinson, Lynda R.; Oram Cardy, Janis In: Communication Sciences and Disorders Publications (2019) BASE Show details 13 Le point sur l’avantage cognitif du bilinguisme : deux langues, deux mesures Anderson De Serres, François. - 2019 BASE Show details 14 Repercusiones cognitivas del consumo de alcohol en universitarios: un estudio preliminar ; Cognitive repercussions of alcohol consumption on academic performance at university: a preliminary study Bernabéu-Brotóns, Elena; Peña Álvarez, Cristina de la (1). - : Electronic Journal Of Research In Educational Psychology, 2019 BASE Show details 15 The suppression of irrelevant semantic representations in Parkinson's Disease Isaacs, Megan L.; McMahon, Katie L.; Angwin, Anthony J.. - : Frontiers Research Foundation, 2019 BASE Show details

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