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Self-referential processing is distinct from semantic elaboration: evidence from long-term memory effects in a patient with amnesia and semantic impairments.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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The relationship between gender, receptive vocabulary, and literacy from school entry through to adulthood.
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In: Int J Speech Lang Pathol , 15 (4) pp. 407-415. (2013) (2013)
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La pré-configuration des débats publics : apports d'une approche multimodale et longitudinale des dispositifs de catégorisation
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In: Bulletin VALS-ASLA, no. 98, pp. 83-104 (2013)
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| 64 |
Living successfully with aphasia during the first year post stroke
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Grohn, Brooke. - : The University of Queensland, School of Health & Rehabilitation Sciences, 2013
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Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program
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In: Lawrence, Joshua Fahey; Capotosto, Lauren; Branum-Martin, Lee; White, Claire; & Snow, Catherine. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(3). UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/6th771m6 (2012)
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| 67 |
Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program
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In: Lawrence, Joshua Fahey; Capotosto, Lauren; Branum-Martin, Lee; White, Claire; & Snow, Catherine E. (2012). Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program. Bilingualism: Language and Cognition, 15(3). UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/53f6m0c8 (2012)
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| 68 |
Bill Gates, Kesha und Tom im Siegerland. Kinder und ihre Lernbiografien – Beiträge aus dem Projekt LISA&KO
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Wagener, Anna Lena Hrsg.. - : Universität, Arbeitsgruppe Primar- und Sekundarstufe, 2012. : Siegen, 2012. : pedocs-Dokumentenserver/DIPF, 2012
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In: Siegen : Universität, Arbeitsgruppe Primar- und Sekundarstufe 2012, 265 S. (2012)
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Child and parental literacy levels within families with a history of dyslexia.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2012)
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Abstract:
Background : The present study concerns literacy and its underlying cognitive skills in Dutch children who differ in familial risk (FR) for dyslexia. Previous studies with FR-children were inconclusive regarding the performance of FR-children without dyslexia as compared to the controls. Moreover, van Bergen et al. (2011) recently showed that FR-children with and without dyslexia differed in parental reading skills, suggesting that those who go on to develop dyslexia have a higher liability. The current study concerned 1) the comparison of three groups of children at the end of second grade and 2) the intergenerational transfer of reading and its underlying cognitive skills from parent to child. Method : Three groups of children were studied at the end of second grade: FR-dyslexia ( n = 42), FR-no-dyslexia ( n = 99), and control children ( n = 66). Parents and children were measured on naming, phonology, spelling, and word and pseudoword reading. Results : The FR-dyslexia children were severely impaired across all tasks. The FR-no-dyslexia children performed better than the FR-dyslexia children, but still below the level of the controls on all tasks; the only exception was rapid naming (RAN), on which they were as fast as the controls. Focusing on the FR subsample, parental reading and RAN were related to their offspring’s reading status. Conclusions : We replicated and extended van Bergen et al.’s study in showing that the FR-children who develop dyslexia are likely to have a higher liability. Both the group comparisons and the parent–child relations highlight the importance of good RAN skills for reading acquisition.
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Keyword:
Adult; Analysis of Variance; Child; Cognition; Dyslexia; Educational Status; Family Health; Female; Genetic Predisposition to Disease; Humans; Language Tests; Longitudinal Studies; Male; Netherlands; Parents; Phonetics; Reading; Risk Factors
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URL: https://doi.org/10.1111/j.1469-7610.2011.02418.x
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| 74 |
Parental literacy predicts children's literacy: a longitudinal family-risk study.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2011)
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| 75 |
Detecting learning disorders in students� written production in the foreign language: are Learner Corpora of any Help?
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 15, 2011, pags. 35-54 (2011)
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| 78 |
Vocal aging effects on F0 and the first formant: a longitudinal analysis in adult speakers
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In: http://www.phonetik.uni-muenchen.de/~jmh/research/papers/age.pdf (2010)
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| 79 |
Der Einfluss des Migrantenanteils in Schulklassen auf den Kompetenzerwerb. Längsschnittliche Überprüfung eines umstrittenen Effekts ...
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Do parents' causal attributions for success and failure of their child's verbal competence relate to their assessments of the child's competence in the mother tongue? ...
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