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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 – 16 of 16 1 Bilingual children show advantages in nonverbal auditory executive function task Foy, Judith G.; Mann, Virginia A. In: International journal of bilingualism. - London [u.a.] : Sage Publ. 18 (2014) 6, 717-729 OLC Linguistik Show details 2 Executive function and early reading skills Foy, Judith G.; Mann, Virginia A. In: Reading and writing. - New York, NY : Springer Science+Business Media 26 (2013) 3, 453-472 OLC Linguistik Show details 3 Executive function and early reading skills [<Journal>] Foy, Judith G. [Verfasser]; Mann, Virginia A. [Verfasser] DNB Subject Category Language Show details 4 Speech production deficits in early readers: predictors of risk Foy, Judith G.; Mann, Virginia A. In: Reading and writing. - New York, NY : Springer Science+Business Media 25 (2012) 4, 799-830 BLLDB OLC Linguistik Show details 5 Speech production deficits in early readers: predictors of risk. Foy, Judith G; Mann, Virginia A In: Reading and writing, vol 25, iss 4 (2012) BASE Show details 6 Speech production deficits in early readers: predictors of risk Foy, Judith G.; Mann, Virginia A. In: Psychology Faculty Works (2011) BASE Show details 7 Speech production deficits in early readers: predictors of risk Foy, Judith G.; Mann, Virginia A.. - : Springer Netherlands, 2011 BASE Show details 8 Effects of onset density in preschool children: implications for development of phonological awareness and phonological representation Foy, Judith G.; Mann, Virginia A. In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 30 (2009) 2, 339-361 BLLDB OLC Linguistik Show details 9 Effects of Onset Density in Preschool Children: Implications for Development of Phonological Awareness and Phonological Representation Mann, Virginia A.; Foy, Judith G. In: Psychology Faculty Works (2009) BASE Show details 10 Speech development patterns and phonological awareness in preschool children Mann, Virginia A.; Foy, Judith G. In: Annals of dyslexia. - Boston, Mass. : Springer 57 (2007) 1, 51-74 BLLDB Show details 11 Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children Foy, Judith G.; Mann, Virginia A. In: Journal of research in reading. - Leeds : Wiley-Blackwell 29 (2006) 2, 143-161 BLLDB OLC Linguistik Show details 12 Home literacy environment and phonological awareness in preschool children : differential effects for rhyme and phoneme awareness Foy, Judith G.; Mann, Virginia In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 24 (2003) 1, 59-88 BLLDB Show details 13 Phonological awareness, speech development, and letter knowledge in preschool children Mann, Virginia A.; Foy, Judith G. In: Annals of dyslexia. - Boston, Mass. : Springer 53 (2003), 149-173 BLLDB Show details 14 Home Literacy Environment and Phonological Awareness in Preschool Children: Differential Effects for Rhyme and Phoneme Awareness Foy, Judith G.; Mann, Virginia A. In: Psychology Faculty Works (2003) BASE Show details 15 Does strength of phonological representations predict phonological awareness in preschool children? Foy, Judith G.; Mann, Virginia In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 22 (2001) 3, 301-325 BLLDB Show details 16 Does Strength of Phonological Representations Predict Phonological Awareness in Preschool Children? Mann, Virginia A.; Foy, Judith G. In: Psychology Faculty Works (2001) Abstract: Previous research has shown a clear relationship between phonological awareness and early reading ability. This article concerns some aspects of spoken language skill that may contribute to the development of phonological awareness, as manifested in rhyme awareness and phoneme awareness. It addresses the hypothesis that phonological awareness abilities are associated with measures that purportedly tap into the strength of phonological representations. We examined rhyme awareness, phoneme awareness, articulatory skill, speech perception, vocabulary, and letter and word knowledge in 40 children, aged 4 to 6, who were just beginning to be exposed to for-mat reading experiences in private preschools. The children also received cognitive tests and tests of reading ability. The results did not validate strength of phonological representation as a unitary construct underlying phonological awareness more generally, but instead revealed a selective pattern of associations between spoken language tasks and aspects of phonological awareness. Speech perception was closely associated with rhyme awareness measures when age, vocabulary, and letter knowledge were controlled. Children with a less developed sense of rhyme had a less mature pattern of articulation, independent of age, vocabulary, and letter knowledge. Phoneme awareness was associated with phonological perception and production. Children with low phoneme awareness skills showed a different pattern of speech perception and articulation errors than children with strong abilities. However, these differences appeared to be largely a function of age, letter knowledge, and especially vocabulary knowledge. Keyword: Psychology URL: https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1000&context=psyc_fac https://digitalcommons.lmu.edu/psyc_fac/4 BASE Hide details

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