| 3 |
To answer questions from text, one has to understand what the question is asking: differential effects of question aids as a function of comprehension skill
|
|
|
|
In: ISSN: 0922-4777 ; EISSN: 1573-0905 ; Reading and Writing ; https://hal.archives-ouvertes.fr/hal-03100457 ; Reading and Writing, Springer Verlag, 2019, 32 (8), pp.2111-2124. ⟨10.1007/s11145-019-09943-w⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Comparing Comprehension of a Long Text Read in Print Book and on Kindle: Where in the Text and When in the Story?
|
|
|
|
In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-02014788 ; Frontiers in Psychology, Frontiers, 2019, ⟨10.3389/fpsyg.2019.00038⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Reading without spaces: The role of precise letter order
|
|
|
|
In: ISSN: 1943-3921 ; EISSN: 1943-393X ; Attention, Perception, and Psychophysics ; https://hal-amu.archives-ouvertes.fr/hal-02138871 ; Attention, Perception, and Psychophysics, Springer Verlag, 2019, 81 (3), pp.846-860. ⟨10.3758/s13414-018-01648-6⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Clock Counts – Length Effects in English Dyslexic Readers
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Breaking it down: a study of morphological awareness in the English reading processes of linguistically diverse middle school students
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
I Survived Hopscotch Hill A Collection of Nonfiction Essay About Homeschooling
|
|
|
|
In: Honors Program Theses and Projects (2019)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Relationships between the rhythm sight-reading strategies and sensory learning styles of Florida all-state musicians: a verbal protocol analysis
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Maidens in Maizes: Johnson, Grimms, d'Aulnoy
|
|
|
|
In: Senior Projects Spring 2019 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
A mesial-to-lateral dissociation for orthographic processing in the visual cortex
|
|
|
|
In: ISSN: 0027-8424 ; EISSN: 1091-6490 ; Proceedings of the National Academy of Sciences of the United States of America ; https://hal.sorbonne-universite.fr/hal-02352101 ; Proceedings of the National Academy of Sciences of the United States of America , National Academy of Sciences, 2019, 116 (43), pp.21936-21946. ⟨10.1073/pnas.1904184116⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
The influence of word frequency on word reading speed when individuals with macular diseases read text
|
|
|
|
In: ISSN: 0042-6989 ; EISSN: 0042-6989 ; Vision Research ; https://hal.archives-ouvertes.fr/hal-02360849 ; Vision Research, Elsevier, 2019, 155, pp.1-10. ⟨10.1016/j.visres.2018.12.002⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Spoken language coding neurons in the Visual Word Form Area: Evidence from a TMS adaptation paradigm
|
|
|
|
In: ISSN: 1053-8119 ; EISSN: 1095-9572 ; NeuroImage ; https://hal.archives-ouvertes.fr/hal-01925708 ; NeuroImage, Elsevier, 2019, 186, pp.278 - 285. ⟨10.1016/j.neuroimage.2018.11.014⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Embedded stems as a bootstrapping mechanism for morphological parsing during reading development
|
|
|
|
In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal-amu.archives-ouvertes.fr/hal-02138866 ; Journal of Experimental Child Psychology, Elsevier, 2019, 182, pp.196-210. ⟨10.1016/j.jecp.2019.01.010⟩ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Modeling the length effect for words in lexical decision: The role of visual attention
|
|
|
|
In: ISSN: 0042-6989 ; EISSN: 0042-6989 ; Vision Research ; https://hal.archives-ouvertes.fr/hal-02097508 ; Vision Research, Elsevier, 2019 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Orthographic advantage theory: National advantage and disadvantage arising from impacts of spelling complexity
|
|
|
|
In: Knight, BA, Galletly, SA, Gargett, PS, (2019). Orthographic advantage theory: National advantage and disadvantage arising from impacts of spelling complexity. Asia Pacific Journal of Developmental Differences, Vol. 6, No. 1, p. 5-29 (2019)
|
|
Abstract:
Knight, BA orcid:0000-0001-6627-378X ; Considerable research reports nations differ in orthographic complexity (regularity and consistency of spelling patterns used); that this impacts ease and speed of reading and writing development; and that, in contrast to the world’s many regular‐orthography nations, English word‐reading and word‐writing development is extremely slow, with difficulties more frequent and severe (Knight, Galletly & Gargett, 2017; Seymour, Aro, & Erskine, 2003; Share, 2008). Orthographic Advantage Theory proposes that, according to their level of orthographic complexity, nations experience disadvantage and potential advantage in multiple areas of education and national functioning. Building from current cross‐linguistic theories and research on cross‐linguistic differences, it proposes six dimensions of orthographic advantage and disadvantage, namely: ease of early literacy development; simplified school instruction and learning across primary and secondary school; ease of improving education; impacts of reduced workplace illiteracy; increased adult life advantage; and generational advantage through confidently literate parents being able to effectively support their children’s literacy development. This article details Orthographic Advantage Theory, building from review of research findings that show the major differences in reading development and outcomes in regular‐orthography and Anglophone nations. The theory is offered as a tool for educators and researchers towards optimising reading and literacy outcomes.
|
|
Keyword:
130312 Special Education and Disability; Orthographic advantage theory; Reading development; Writing development
|
|
URL: http://hdl.cqu.edu.au/10018/1312915
|
|
BASE
|
|
Hide details
|
|
|
| 18 |
Let's talk! An interactive intervention to support children language development
|
|
|
|
In: Evangelou, Maria orcid:0000-0002-6728-7160 and Lake, Gillian orcid:0000-0002-4315-1971 (2019) Let's talk! An interactive intervention to support children language development. European Early Childhood Education Research Journal, 27 (2). pp. 221-240. ISSN 1350-293X (2019)
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Getting to the Matter of Matter: A Grounded Theory Study on How Students Navigate Texts in an Introductory Chemistry Course at a Community College in New York City
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Cultural Consumption and Political Thought in the Age of the American Revolution
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
