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"Because it's a little more my language": Metalinguistic cognition in young monolingual and bilingual children
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Rhyming in the context of the phonological awareness of pre-school children ; Rima v kontekstu fonološke ozaveščenosti predšolskih otrok
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In: CEPS Journal 11 (2021) 1, S. 115-138 (2021)
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Rhyming in the context of the phonological awareness of pre-school children ... : Rima v kontekstu fonološke ozaveščenosti predšolskih otrok ...
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Developing Language-specific Screening Tools: Assessing Phonological Awareness Skills in Urdu-English Bilingual Children
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern
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In: Valtin, Renate [Hrsg.]; Naegele, Ingrid [Hrsg.]: "Schreiben ist wichtig!". Grundlagen und Beispiele für kommunikatives Schreiben(lernen). 4. Auflage. Frankfurt a.M. : Arbeitskreis Grundschule e.V. 1994, S. 23-53. - (Beiträge zur Reform der Grundschule; 67/68) (2020)
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Schreibenlernen erfordert mehr als "phonologische Bewusstheit". Eine Längsschnittstudie zur Entwicklung sprachanalytischer Fähigkeiten von Schulanfängern ...
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The Impact of Language Input on Deaf and Hard-of-Hearing Preschool Children Who Use Listening and Spoken Language
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Electrophysiological evidence of heterogeneity in visual statistical learning in young children with ASD.
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In: Developmental science, vol 18, iss 1 (2015)
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Exploring how Saudi families studying in the U.S. support their children's Arabic.
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The children's acquisition of shenme in Mandarin Chinese
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Liao, Min. - : Sydney, Australia : Macquarie University, 2014
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Developmental dyslexia in adults: behavioural manifestations and cognitive correlates.
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In: Dyslexia , 20 (3) 191 - 207. (2014) (2014)
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Abstract:
This paper explores the nature of residual literacy and cognitive deficits in self-reported dyslexic Norwegian adults. The performance of 26 self-reported dyslexic adults was compared with that of a comparison group of 47 adults with no history of reading or spelling difficulties. Participants completed standardized and experimental measures tapping literacy skills, working memory, phonological awareness and rapid naming. Spelling problems were the most prominent marker of dyslexia in adults, followed by text reading fluency and nonword decoding. Working memory and phoneme awareness explained unique variance in spelling, whereas rapid automatized naming explained unique variance in reading fluency and nonword reading. The moderate to strong correlations between self-reported history, self-rating of current literacy skills and outcomes on literacy tests indicate that adults estimated their literacy skills fairly well. Results suggest that spelling impairments, more strongly than reading impairments, make adults perceive themselves as being dyslexic. A combination of three literacy and three cognitive tests predicted group membership with 90.4% accuracy. It appears that weaknesses in phoneme awareness, rapid automatized naming and working memory are strong and persistent correlates of literacy problems even in adults learning a relatively transparent orthography.
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Keyword:
Adult; adults; Awareness; Child; Cognition Disorders; dyslexia; Female; Humans; Language; Male; Norway; Phonetics; phonological awareness; Reading; reading fluency; Self Report; spelling; Writing
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URL: http://discovery.ucl.ac.uk/1443132/
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Learning to read in Williams syndrome and Down syndrome: syndrome-specific precursors and developmental trajectories.
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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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