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Predictors of receptive and expressive vocabulary development in children with Down syndrome ...
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26 |
How working memory relates to children’s reading comprehension:the importance of domain-specificity in storage and processing
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27 |
Increased Response to Altered Auditory Feedback in Dyslexia:A Weaker Sensorimotor Magnet Implied in the Phonological Deficit
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28 |
Children's use of evaluative devices in spoken and written narratives
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Increased Response to Altered Auditory Feedback in Dyslexia: A Weaker Sensorimotor Magnet Implied in the Phonological Deficit
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30 |
Lexical quality and executive control predict children’s first and second language reading comprehension
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31 |
Word Decoding Development during Phonics Instruction in Children at Risk for Dyslexia
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33 |
How storage and executive functions contribute to children's reading comprehension
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34 |
A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual
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35 |
How working memory relates to children’s reading comprehension: the importance of domain-specificity in storage and processing
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36 |
The unique role of lexical accessibility in predicting kindergarten emergent literacy
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37 |
How logical reasoning mediates the relation between lexical quality and reading comprehension
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38 |
The role of feedback and differences between good and poor decoders in a repeated word reading paradigm in first grade
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Abstract:
The direct, retention, and transfer effects of repeated word and pseudoword reading were studied in a pretest, training, posttest, retention design. First graders (48 good readers, 47 poor readers) read 25 CVC words and 25 CVC pseudowords in ten repeated word reading sessions, preceded and followed by a transfer task with a different set of items. Two weeks after training, trained items were assessed again in a retention test. Participants either received phonics feedback, in which each word was spelled out and repeated; word feedback, in which each word was repeated; or no feedback. During the training, both good and poor readers improved in accuracy and speed. The increase in speed was stronger for poor readers than for good readers. The good readers demonstrated a stronger increase for pseudowords than for words. This increase in speed was most prominent in the first four sessions. Two weeks after training, the levels of accuracy and speed were retained. Furthermore, transfer effects on speed were found for pseudowords in both groups of readers. Good readers performed most accurately during the training when they received no feedback while poor readers performed most accurately during the training with the help of phonics feedback. However, feedback did not differentiate for reading speed or for effects after the training. The effects of repeated word reading were found to be stronger for poor readers than for good readers. Moreover, these effects were found to be stronger for pseudowords than for words. This indicates that repeated word reading can be seen as an important trigger for the improvement of decoding skills.
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URL: https://doi.org/10.1007/s11881-016-0129-z http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5346118/ http://www.ncbi.nlm.nih.gov/pubmed/27068186
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39 |
Bilingualism, Context and Children with Special Needs: Insights from an International Collaboration ...
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40 |
The Contribution of Segmental and Suprasegmental Phonology to Reading Comprehension
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