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"Vraiment c'était un moment très riche": Apprendre à analyser des interactions langagières en contexte de travail et de formation
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In: ISSN: 1010-1705 ; Travaux neuchâtelois de linguistique, No 74 (2021) pp. 15-30 (2021)
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Developing spatial abilities and geometrical knowledge with use of a virtual city
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In: International congress on mathematical education - ICME-14 (2021) (2021)
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Fostering equity in a multicultural and multilingual classroom through cooperative learning
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In: ISSN: 1467-5986 ; Intercultural education, Vol. 32, No 4 (2021) pp. 401-416 (2021)
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A descriptive study on reading instruction provided to students with intellectual disability
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In: ISSN: 1744-6295 ; Journal of intellectual disabilities, Vol. 25 (2021) pp. 1-19 (2021)
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Dynamic Assessment of receptive vocabulary and phonology of preschool children with German as a second language
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Genus und Leseverstehen. Genusnutzung bei der Pronomenauflösung bei Kindern mit Deutsch als Zweit- und Deutsch als Erstsprache
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Alltagsintegrierte Förderung des frühen Schriftspracherwerbs im Kindergarten: eine Studie zur Wirksamkeit von thematisch-fokussierten Rollenspielecken (Literacy-Center)
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Die Berücksichtigung sprachlicher Vielfalt in Schule und Unterricht. Perspektiven für Demokratiebildung im Fach Deutsch als Zweitsprache
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Ohm, Udo. - : Universität Bielefeld, Wissenschaftliche Einrichtung Oberstufen-Kolleg, 2021
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Zur Bedeutung der koordinierten Alphabetisierung von Erst- und Zweitsprachen. Eine qualitative Interviewstudie mit Teilnehmenden am Koala Programm.
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Selbstmitgefühl (Self-Compassion) als Schutzfaktor für emotionale Resilienz - Ein Konzept auch für Lehrkräfte im Förderschwerpunkt Hören?
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Mental State Verb Production as a Measure of Perspective Taking in Narrations of Individuals With Down Syndrome
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Zur Work-Life-Balance von gehörlosen und schwerhörigen Lehrkräften - Ergebnisse einer Fragebogenstudie
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Linking language to sensory experience: Onomatopoeia in early language development
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Validation of the LittlEARS® Questionnaire and the Adaptive Auditory Speech Test (AAST) in normal-hearing Maltese-speaking children
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Italienischunterricht für Französisch- und Spanischstudierende zur Förderung der individuellen Sprachlern- und -lehrkompetenzen
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50 Hefte Forschungsbeiträge Didaktik Deutsch. Versuch einer Vermessung.
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Visualisierungen bei instruktionalen Erklärungen – Eine qualitative Analyse der Bedeutung von Visualisierungen mithilfe von Erklär-Videos am Beispiel des Themas Äquivalenzumformungen
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Acquisition of mathematical and linguistic skills in children with learning difficulties
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Abstract:
Comorbid learning difficulties in linguistic and mathematical skills often emerge in primary school age. The cause of coinciding of both learning difficulties during children’s development spanning pre- and primary-school age is not yet well understood. To address this research gap, we used data from the German National Educational Panel Study (NEPS; n = 301) of four groups of children which were categorized according to their skill levels in pre-school age: children with learning difficulties isolated in linguistic skills (LD), children with learning difficulties isolated in mathematical skills (MD), children with learning difficulties combined in linguistic and mathematical skills (MD/LD), and children with typical development in both skills (TA). Computing univariate and repeated measures ANCOVAs we compared the mathematical and linguistic development of the four groups of children (LD, MD, LD/MD, and TA) spanning age four to ten. Results reveal a partial catch-up in linguistic skills (lexical, grammatical) for children with LD. In contrast, children with MD did not overcome their mathematical competence gap in comparison with TA and LD. Moreover, children with MD showed a decrease in grammatical skills during transition in primary school. Further, children with MD/LD displayed the weakest performance in linguistic and mathematical skills during pre- and primary-school age in general. However, after controlling for working memory, initial performance differences between the groups decreased in favor of MD/LD. The relation between linguistic skills and mathematical skills in persisting learning difficulties as well as the specific role of working memory are discussed.
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Keyword:
Comorbidity; ddc:370; Learning difficulties; Linguistic skills; Math skills; Working memory
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URL: https://doi.org/10.17877/DE290R-22544 http://hdl.handle.net/2003/40686
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The bilingual native speaker competence: evidence from explicit and implicit language knowledge using elicited production, sentence-picture matching, and pupillometry
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