1 |
The importance of language vocabulary and language usage for sociocultural adjustment among Indonesian adolescents from three bilingual ethnic groups
|
|
|
|
BASE
|
|
Show details
|
|
2 |
We feel better when we speak common language; affective well-being in bilingual adolescents from three ethnic groups in Indonesia
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Arab-Levantine personality structure: a psycholexical study of modern standard Arabic in Lebanon, Syria, Jordan, and the West Bank
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Contextualized bilingualism among adolescents from four different ethnic groups in Indonesia
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Parental culture maintenance, bilingualism, identity, and well-being in Javanese, Batak, and Chinese adolescents in Indonesia
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Personality and behavior prediction and consistency across cultures: a multimethod study of blacks and whites in South Africa
|
|
|
|
BASE
|
|
Show details
|
|
7 |
A mixed-methods study of personality conceptions in the levant: Jordan, Lebanon, Syria, and the West Bank
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Development of a dating violence assessment tool for late adolescence across three countries: the violence in adolescents’ dating relationships inventory (VADRI)
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Linking extreme response style to response processes: a cross-cultural mixed methods approach
|
|
|
|
BASE
|
|
Show details
|
|
10 |
A cross-cultural study of explicit and implicit motivation for long-term volunteering
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Integrating global and local perspectives in psycholexical studies: a GloCal approach
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Differences in neurocognitive aspects of dyslexia in Dutch and immigrant 6-7- and 8-9-years old children
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The road to reading for South African learners: the role of orthographic depth
|
|
|
|
Abstract:
The study examined profiles of reading skills and cognitive skills for South African children from schools that differed in opacity of medium of instruction. The sample included 122 third graders instructed in Afrikaans (transparent language), 109 in Setswana (transparent), and 127 in English (opaque). The link between cognitive skills (short-term memory and working memory) and reading comprehension was expected to be mediated by phonological awareness, word fluency, text fluency, and vocabulary. Multigroup invariance analyses revealed differences in strength of relations between cognitive skills and reading skills across mediums of instruction. For English, phonological awareness played a smaller and vocabulary a larger role compared to Afrikaans and Setswana, largely in line with theories on orthographic depth and reading; furthermore, predictors of reading comprehension showed weaker interrelations in Afrikaans and Setswana. Our study stresses the need to align reading instruction with orthography.
|
|
Keyword:
3204 Developmental and Educational Psychology; 3207 Social Psychology; 3304 Education; Child; Memory; Orthographic depth; Reading; South Africa
|
|
URL: https://espace.library.uq.edu.au/view/UQ:328528
|
|
BASE
|
|
Hide details
|
|
16 |
Implicit personality conceptions of the nguni cultural-linguistic groups of south africa
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Paediatric HIV and neurodevelopment in sub-Saharan Africa:a systematic review
|
|
|
|
BASE
|
|
Show details
|
|
18 |
On the meaning of cross-cultural differences in simple cognitive measures
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Paediatric HIV and neurodevelopment in sub-Saharan Africa: A systematic review
|
|
|
|
BASE
|
|
Show details
|
|
20 |
A strict test of the phonological loop hypothesis with Libyan data
|
|
|
|
BASE
|
|
Show details
|
|
|
|