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Hits 1 – 10 of 10
1
Thematic and Taxonomic corbus-based Relatedness norms of 120 child-familiar German Word Pairs ...
Schmitterer, Alexandra
. - : Open Science Framework, 2021
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2
Which data do elementary school teachers use to determine reading difficulties in their students?
Schmitterer, Alexandra
;
Brod, Garvin
In: Journal of learning disabilities 54 (2021) 5, S. 349-364 (2021)
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3
Which data do elementary school teachers use to determine reading difficulties in their students? ...
Schmitterer, Alexandra
;
Brod, Garvin
. - : Hammill Inst. on Disabilites, 2021. : Sage Publ., 2021
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4
Sensitivity towards Thematic and Taxomic Relatedness Throughout Childhood: When does the Thematic Preference subside? ...
Schmitterer, Alexandra
. - : Open Science Framework, 2021
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5
Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study
Schmitterer, Alexandra M. A.
;
Schroeder, Sascha
In: Learning and instruction (2019) 59, S. 46-53 (2019)
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6
Grain size effects in rime judgment across literacy development in German
Schmitterer, Alexandra
;
Schroeder, Sascha
In: Applied psycholinguistics 40 (2019) 3, S. 673-691 (2019)
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7
Effects of reading and spelling predictors before and after school entry. Evidence from a German longitudinal study ...
Schmitterer, Alexandra M. A.
;
Schroeder, Sascha
. - : Elsevier, 2019
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8
Grain size effects in rime judgment across literacy development in German ...
Schmitterer, Alexandra
;
Schroeder, Sascha
. - : Cambridge Univ. Press, 2019
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9
Young children's ability to distinguish thematic relations. Development and predictive value for early reading ...
Schmitterer, Alexandra M. A.
;
Schroeder, Sascha
. - : Elsevier, 2019
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10
Young children's ability to distinguish thematic relations. Development and predictive value for early reading
Schmitterer, Alexandra M. A.
;
Schroeder, Sascha
In: Cognitive development 50 (2019), S. 22-35 (2019)
Abstract:
Thematic relations are important semantic features in the young child's lexicon. So far, it is unclear how the ability to distinguish different strengths of thematic relations develops, whether this ability depends on specific word characteristics (homonyms), and whether it is linked to reading acquisition. In this longitudinal study, 62 children were asked to judge which of two words (i.e., thunder, fire) matched a presented context sentence (i.e., Miriam sees the lightning.) in a thematic judgment task. The strength of the thematic relation of the distractors to the target sentence (associated, unrelated) and types of context words (homonyms, non-homonyms) were varied. Children's performance was more accurate and developed faster in the unrelated than in the association condition. Furthermore, children were more accurate in homonym compared to non-homonym responses. Moreover, children's thematic judgment abilities predicted their later reading skill over other important precursor abilities of reading, including listening comprehension. (DIPF/Orig.)
Keyword:
ddc:150
;
Homonymie
;
Knowledge
;
Längsschnittstudie
;
Learning to read
;
Lesenlernen
;
Prior Learning
;
Psychologie
;
Psychology
;
Reading Teaching
;
Semantics
;
Semantik
;
Thema
;
Vorkenntnisse
;
Wissen
URL:
http://nbn-resolving.de/urn:nbn:de:0111-dipfdocs-193860
https://www.pedocs.de/volltexte/2021/19386/
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