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A Review of the Asymmetric Numeral System and Its Applications to Digital Images
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In: Entropy; Volume 24; Issue 3; Pages: 375 (2022)
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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An ERP investigation of transposed-word effects in same-different matching
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In: ISSN: 0028-3932 ; EISSN: 1873-3514 ; Neuropsychologia ; https://hal-amu.archives-ouvertes.fr/hal-03226383 ; Neuropsychologia, Elsevier, 2021, 153, ⟨10.1016/j.neuropsychologia.2021.107753⟩ (2021)
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Das Patristische Textarchiv (PTA) : Kritische Editionen antiker christlicher Texte im 21. Jahrhundert
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The Mapping of Deep Language Models on Brain Responses Primarily Depends on their Performance
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In: https://hal.archives-ouvertes.fr/hal-03361439 ; 2021 (2021)
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Auditory and visual short-term memory: Influence of material type, contour, and musical expertise
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In: ISSN: 0340-0727 ; EISSN: 1430-2772 ; Psychological Research ; https://hal.archives-ouvertes.fr/hal-03384372 ; Psychological Research, Springer Verlag, In press, ⟨10.1007/s00426-021-01519-0⟩ (2021)
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Creating and analyzing multilingual parliamentary corpora ; Creating and analyzing multilingual parliamentary corpora: Research Data Management Workflows Volume 1
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In: https://halshs.archives-ouvertes.fr/halshs-03366486 ; 2021 (2021)
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Early Analogical Extensions: An ERP Study on Preschoolers' Semantic Approximations
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In: 43rd Annual Meeting of the Cognitive Science Society ; https://hal.archives-ouvertes.fr/hal-03443188 ; 43rd Annual Meeting of the Cognitive Science Society, 2021, Virtual meeting, France (2021)
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Early Analogical Extensions: An ERP Study on Preschoolers' Semantic Approximations
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In: 43rd annual meeting of the Cognitive Science Society ; https://hal-univ-paris8.archives-ouvertes.fr/hal-03266957 ; 43rd annual meeting of the Cognitive Science Society, Jun 2021, Vienne (virtual), Austria (2021)
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Early analogical extensions: An ERP Study on preschoolers'semantic approxinmations
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, 43(43) ; Annual Meeting of the Cognitive Science Society ; https://hal.archives-ouvertes.fr/hal-03409631 ; Annual Meeting of the Cognitive Science Society, Jul 2021, Vienna, Austria (2021)
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Building, Encoding, and Annotating a Corpus of Parliamentary Debates in XML-TEI: A Cross-Linguistic Account
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In: ISSN: 2162-5603 ; EISSN: 2162-5603 ; Journal of the Text Encoding Initiative ; https://halshs.archives-ouvertes.fr/halshs-03097333 ; Journal of the Text Encoding Initiative, TEI Consortium, 2021 (2021)
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Expanding the content model of annotationBlock
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In: Next Gen TEI, 2021 - TEI Conference and Members’ Meeting ; https://hal.archives-ouvertes.fr/hal-03380805 ; Next Gen TEI, 2021 - TEI Conference and Members’ Meeting, Oct 2021, Virtual, United States (2021)
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European Literary Text Collection (ELTeC): April 2021 release with 14 collections of at least 50 novels. ...
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European Literary Text Collection (ELTeC): April 2021 release with 14 collections of at least 50 novels. ...
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A Systematic Review and Meta-Analysis of Reading and Writing Interventions for Students with Disorders of Intellectual Development
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In: Education Sciences ; Volume 11 ; Issue 10 (2021)
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Abstract:
Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing interventions for students aged 4–19 with disorders of ID using randomized controlled trials (RCTs) and quasi-experimental designs (QEDs). We conducted electronic searches of relevant databases, backward and forward searches, and contacted experts in the field. Based on predefined criteria, nine studies were included in the systematic review, and seven were included in the meta-analysis. The reading interventions included decoding strategies, often combined with sight-word and supplemental instructions appropriate to the participants’ adaptive and cognitive skills. None of the studies aimed to increase writing skills. The overall mean effect size from the reading interventions for trained reading was large (g = 0.95, 95% CI = [0.51, 1.38]), for transfer reading small-to-moderate (g = 0.49, 95% CI = [0.20, 0.78]) and for transfer writing small (g = 0.04, 95% CI = [−0.36, 0.44]). Students with disorders of ID can benefit from reading interventions combining decoding strategies and sight word reading. There is a need for RCT and QED studies investigating writing interventions for students with disorders of ID only.
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Keyword:
decoding; encoding; linguistic comprehension; linguistic production; special needs education
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URL: https://doi.org/10.3390/educsci11100638
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Les absents des dictionnaires bilingues ... : Le cas des dictionnaire hébreu-français ...
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