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Simulating Visibility and Reading Performance in Low Vision
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In: ISSN: 1662-4548 ; EISSN: 1662-453X ; Frontiers in Neuroscience ; https://hal.inria.fr/hal-03521077 ; Frontiers in Neuroscience, Frontiers, 2021, 15, ⟨10.3389/fnins.2021.671121⟩ (2021)
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Predicting emotional links between genre, plot, and reader response ...
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Children's processing of written irony: An eye-tracking study ...
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| 4 |
Influence of encoding difficulty, word frequency, and phonological regularity on age differences in word naming.
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| 5 |
Primäre Herkunftseffekte unter besonderer Berücksichtigung der Mehrsprachigkeit und Input als wesentliche Faktoren der kindlichen Sprachentwicklung
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 16 ; 4 ; 525-530 (2021)
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| 6 |
Literaturrezeption und Leseverhalten bei den Deutschen in der Sowjetunion
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In: 8 ; Arbeitsberichte Forschungsprojekt "Deutsche in der Sowjet-Gesellschaft" ; 20 (2021)
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| 7 |
On the time it takes to judge grammaticality
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In: ISSN: 1747-0218 ; EISSN: 1747-0226 ; Quarterly Journal of Experimental Psychology ; https://hal.archives-ouvertes.fr/hal-03379736 ; Quarterly Journal of Experimental Psychology, Taylor & Francis (Routledge), 2020, 73 (9), pp.1460-1465. ⟨10.1177/1747021820913296⟩ (2020)
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書談閱讀教學對國小六年級學童閱讀動機與閱讀行為影響之研究 ; The Effects of Booktalk Reading Instruction on Reading Motivation and Reading Behaviors of Sixth Graders
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| 9 |
Early reading correlates in language impairment (Newbury et al., 2020)
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| 11 |
Assessing TAGteach Methodology to Improve Oral Reading Fluency in English Learners
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In: Thesis Projects (2020)
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| 12 |
The influence of word frequency on word reading speed when individuals with macular diseases read text
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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)
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| 13 |
大學生英語閱讀動機、閱讀焦慮與閱讀行為之相關研究 ; A Study on the Relationships among English Reading Motivation, Reading Anxiety and Reading Behavior of College Students
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| 14 |
不同華語閱讀能力外籍生之閱讀策略及閱讀行為 ; Reading Strategies and Reading Behavior of Foreign Students with Different Chinese Reading Abilities
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| 15 |
Radical Social Ecology as Deep Pragmatism: A Call to the Abolition of Systemic Dissonance and the Minimization of Entropic Chaos
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In: Student Theses 2015-Present (2018)
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| 16 |
Die Rolle verschiedener methodischer Zugänge bei der Einschätzung sprachlicher Kompetenzen von Grundschulkindern mit Deutsch als L2
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 11 ; 1 ; 43-59 ; (Vor-)Schulkinder mit Deutsch als Zweitsprache im Fokus von Spracherwerbsforschung und Sprachdidaktik (2018)
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| 17 |
The impact of early-years provision in Children's Centres (EPICC) on child cognitive and socio-emotional development: study protocol for a randomised controlled trial
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Murray, L; Jennings, S; Mortimer, A; Prout, A; Melhuish, E; Hughes, C; Duncan, J; Holmes, J; Dishington, C; Cooper, PJ. - 2018
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Abstract:
BACKGROUND:There are marked disparities between pre-school children in key skills affecting school readiness, disparities that commonly persist and influence children's later academic achievements, employment, and adjustment. Much of this disparity is linked to socio-economic disadvantage and its impact on the home learning environment. Children's Centres are an ideal context in which to implement and evaluate programmes to address this problem. They principally serve the 30% worst areas on the Indices of Deprivation Affecting Children, providing for families from the antenatal period up to age 5 years, aiming to promote parenting skills and provide care for children. METHODS:We are conducting a randomised controlled trial, based in Children Centres, to evaluate a parenting intervention for caregivers of children between 28 and 45 months of age. The intervention provides training to parents in dialogic book-sharing. The training is run by a facilitator who sees parents in small groups, on a weekly basis over 7 weeks. The study is a cluster randomised controlled trial. Twelve of the Children's Centres in the town of Reading in the UK have been randomly assigned to an index or control condition. The primary outcome is child cognition (language, attention, and executive function); and secondary outcomes are child social development, behaviour problems, and emotion regulation, parenting during book-sharing and problem solving and parental child behaviour management strategies. Data are collected at baseline, post-intervention and 4-6 months post-intervention. DISCUSSION:The Impact of Early-years Provision in Children's Centres trial (EPICC) aims to evaluate the impact of an early parenting intervention on several key risk factors for compromised child development, including aspects of parenting and child cognition, social development, behaviour problems and emotion regulation. The study is being carried out in Children's Centres, which largely serve the most disadvantaged families in the UK. Since the intervention is brief and, with modest levels of training, readily deliverable within Children's Centres and similar early childcare provision centres, demonstration that it is of benefit to child cognition, socio-emotional development and behaviour would be important. TRIAL REGISTRATION:ISRCTN Registry, ISRCTN28513611 . Registered on 28 March 2017. This is version 1 of the protocol for the EPICC trial.
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Keyword:
age factors; attention; books; child; child behavior; child day care centers; child development; child language; cognition; early intervention (education); education; emotions; England; executive function; female; FFR; humans; male; nonprofessional; parent-child relations; parents; preschool; reading; research design; social behavior; time factors
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URL: https://doi.org/10.1186/s13063-018-2700-x
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| 18 |
El desarrollo de las habilidades sociales en las bibliotecas escolares como mejora de las prácticas orales del alumnado a través de la lectura.
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| 20 |
Leisure Reading Behaviour of Young Children in Singapore
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In: Reading Horizons: A Journal of Literacy and Language Arts (2018)
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