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Delivering language intervention at scale : promises and pitfalls
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| 2 |
Computerised speechreading training for deaf children: A randomised controlled trial
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| 3 |
Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial
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| 4 |
Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder
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| 5 |
Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension
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| 6 |
Stage 2 Registered Report: There is no appreciable relationship between strength of hand preference and language ability in 6- to 7-year-old children
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| 7 |
Learning correspondences between magnitudes, symbols and words: evidence for a triple code model of arithmetic development
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Abstract:
According to the Triple Code Model, early arithmetic development depends on learning the mappings between non-verbal representations of magnitude (quantity) and symbolic verbal (number words) and visual (Arabic numerals) representations of number. We examined this hypothesis in a sample of 166 4- to 7-year old children. Children completed 4 paired-associate learning tasks and a broad range of measures assessing early numerical (symbolic and non-symbolic magnitude comparison, digit writing, arithmetic) and reading skills (letter-sound knowledge, phoneme awareness, rapid automatized naming, word reading). A path model showed that paired-associate learning tasks involving mapping magnitudes onto verbal or visual stimuli predicted arithmetic performance over and above other well-established predictors. This relationship was specific to arithmetic and, consistent with the Triple Code Model, highlights that mapping between non-symbolic magnitude representations and the corresponding symbolic forms (verbal and visual) is important to the development of arithmetic skills.
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Keyword:
approximate number system (ANS); arithmetic development; non-symbolic magnitude judgment; numerical cognition; paired-associated learning; triple code model
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URL: https://doi.org/10.1016/j.cognition.2018.11.016
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| 8 |
Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder
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| 9 |
A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development
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| 10 |
Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia
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| 11 |
Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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| 12 |
Effectiveness of a small‐group vocabulary intervention programme: evidence from a regression discontinuity design
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| 13 |
Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills
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| 14 |
Oral Language Skills Intervention in Pre-school – A Cautionary Tale
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| 15 |
Eye movements during visual speech perception in deaf and hearing children
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| 16 |
Training mispronunciation correction and word meanings improves children’s ability to learn to read words
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| 17 |
Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia
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| 18 |
The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development
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| 19 |
Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
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In: Reading and Writing , 30 (4) pp. 771-790. (2017) (2017)
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| 20 |
The development of executive function and language skills in the early school years
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