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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 – 4 of 4 1 Correlates of orthographic learning in third-grade children's silent reading Bowey, Judith A.; Robyn Miller. - : Wiley-Blackwell Publishing Ltd., 2007 BASE Show details 2 Global processing speed as a mediator of developmental changes in children's auditory memory span Ferguson, Angela N.; Bowey, Judith A. In: Journal of experimental child psychology. - Orlando, Fla. : Acad. Press 91 (2005) 2, 89-112 BLLDB Show details 3 On the association between serial naming speed for letters and digits and word-reading skill: Towards a developmental account Bowey, Judith A.; McGuigan, Michaela; Ruschena, Annette. - : Wiley-Blackwell Publishing, 2005 Abstract: The current study examined several alternative explanations of the association between serial naming speed within fourth-grade children by determining the extent to which the association between word reading and naming speed for letters and numbers is mediated by global processing speed, alphanumeric symbol processing efficiency and phonological processing ability. Children were given multiple measures of key constructs, i.e. word-level reading, serial naming of both alphanumeric and non-alphanumeric items, phonological processing ability, articulation rate and global processing speed. The robust association between alphanumeric naming speed and reading within fourth-grade children was largely mediated by phonological processing ability. Markedly different patterns of results were observed for naming speed for letters and digits and naming speed for colours and pictures in children of this age. Relative to the latter, alphanumeric naming speed better assesses an underlying phonological processing ability that is common to word-reading ability. We argue that item identification processes contribute little to individual differences in alphanumeric naming speed within relatively proficient readers and that the extent to which alphanumeric naming speed primarily reflects phonological processing is likely to vary with the level of overlearning of letters and numbers and their names. Keyword: 1302 Curriculum and Pedagogy; 1702 Cognitive Sciences; 170201 Computer Perception; 380102 Learning; 780108 Behavioural and cognitive sciences; Acquisition; Awareness; Children; Cognition and Language; Double-deficit hypothesis; Dyslexia; Education & Educational Research; Kindergarten; Memory; Memory and Attention; Phonological processing abilities; Poor readers; Regular orthography; Vocabulary URL: https://espace.library.uq.edu.au/view/UQ:78226 BASE Hide details 4 Nonword repetition and young children's receptive vocabulary: A longitudinal study Bowey, Judith A.. - : Cambridge University Press, 2001 BASE Show details

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