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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 – 8 of 8 1 Patterns in German /ʃC/-cluster acquisition Yavas, M.; Fox-Boyer, A.V.; Schaefer, B.. - : Taylor & Francis, 2018 BASE Show details 2 Phonological awareness development in children with and without spoken language difficulties: A 12-month longitudinal study of German-speaking preschool children Wells, B.; Schaefer, B.; Stackhouse, J.. - : Taylor & Francis, 2017 BASE Show details 3 The development of initial consonant clusters in German-speaking 2-year olds Schaefer, B.; Fox-Boyer, A.V.. - : Informa Healthcare, 2017 BASE Show details 4 Phonological awareness in German-speaking preschool children with cochlear implants – 3 case examples Wachtlin, B.; Turinsky, Y.; Herrmann, F.. - : Elsevier, 2017 BASE Show details 5 Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses Bowyer-Crane, C; Fricke, S; Schaefer, B; Lervag, A; Hulme, C In: Reading and Writing , 30 (4) pp. 771-790. (2017) (2017) Abstract: Many children learning English as an additional language (EAL) show reading comprehension difficulties despite adequate decoding. However, the relationship between early language and reading comprehension in this group is not fully understood. The language and literacy skills of 80 children learning English from diverse language backgrounds and 80 monolingual English-speaking peers with language weaknesses were assessed at school entry (mean age = 4 years, 7 months) and after 2 years of schooling in the UK (mean age = 6 years, 3 months). The EAL group showed weaker language skills and stronger word reading than the monolingual group but no difference in reading comprehension. Individual differences in reading comprehension were predicted by variations in decoding and language comprehension in both groups to a similar degree. Keyword: 2ND-LANGUAGE LEARNERS; BILINGUAL-CHILDREN; DIVERSE LINGUISTIC BACKGROUNDS; EAL; EARLY READING DEVELOPMENT; Education & Educational Research; Educational; KNOWLEDGE; Oral language; PHONOLOGICAL AWARENESS; Psychology; Reading comprehension; Social Sciences; SPEAK ENGLISH; TEXT COMPREHENSION; Word reading; YOUNG READERS URL: http://discovery.ucl.ac.uk/1554573/1/Hulme_art%25253A10.1007%25252Fs11145-016-9699-8.pdf http://discovery.ucl.ac.uk/1554573/ BASE Hide details 6 The acquisition of initial consonant clusters in German-speaking 2-year-olds. Schaefer, B.; Fox-Boyer, A.. - : Informa Healthcare, 2016 BASE Show details 7 Development of a tablet application for the screening of receptive vocabulary skills in multilingual children: A pilot study Herrmann, F.; Bowyer-Crane, C.; Schaefer, B.. - : SAGE, 2015 BASE Show details 8 Generalized Tests for Eight GRB Luminosity Relations Schaefer, B E; Collazzi, A C. - 2007 BASE Show details

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