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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 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) BASE Show details 2 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 BASE Show details 3 Young children's ability to distinguish thematic relations. Development and predictive value for early reading ... Schmitterer, Alexandra M. A.; Schroeder, Sascha. - : Elsevier, 2019 BASE Show details 4 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/ BASE Hide details

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