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Hits 1 – 20 of 142
1
Oral vocabulary affects children’s orthographic learning in Chinese [<Journal>]
Wang, Hua-Chen
[Verfasser];
Li, Luan
[Verfasser];
Marinus, Eva
[Verfasser].
DNB Subject Category Language
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2
Variations in the use of simple and context-sensitive grapheme-phoneme correspondences in English and German developing readers [<Journal>]
Schmalz, Xenia
[Verfasser];
Robidoux, Serje
[Verfasser];
Castles, Anne
[Verfasser].
DNB Subject Category Language
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3
Embedded stems as a bootstrapping mechanism for morphological parsing during reading development
Beyersmann, Elisabeth
;
Grainger, Jonathan
;
Castles, Anne
In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal-amu.archives-ouvertes.fr/hal-02138866 ; Journal of Experimental Child Psychology, Elsevier, 2019, 182, pp.196-210. ⟨10.1016/j.jecp.2019.01.010⟩ (2019)
BASE
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4
Orthographic Learning in Children Who Are Deaf or Hard of Hearing
Wass, Malin
;
Ching, Teresa Y. C.
;
Cupples, Linda
. - : American Speech-Language-Hearing Association, 2019
BASE
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5
Taking the Book from the Bookshelf: Masked Constituent Priming Effects from Compound Words and Nonwords
Beyersmann, Elisabeth,
;
Kezilas, Yvette
;
Coltheart, Max
...
In: ISSN: 1567-7095 ; EISSN: 1568-5373 ; Journal of Cognition and Culture ; https://hal-amu.archives-ouvertes.fr/hal-01910880 ; Journal of Cognition and Culture, Brill Academic Publishers, 2018, 1 (1), ⟨10.5334/joc.11⟩ (2018)
BASE
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6
Supplementary_Materials_QJEP – Supplemental material for Paired associate learning deficits in poor readers: The contribution of phonological input and output processes ...
Litt, Robin A
;
Hua-Chen Wang
;
Sailah, Jessica
. - : SAGE Journals, 2018
BASE
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7
Paired associate learning deficits in poor readers: The contribution of phonological input and output processes ...
Litt, Robin A
;
Hua-Chen Wang
;
Sailah, Jessica
. - : Figshare, 2018
BASE
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8
APPENDIX_QJEP – Supplemental material for Paired associate learning deficits in poor readers: The contribution of phonological input and output processes ...
Litt, Robin A
;
Hua-Chen Wang
;
Sailah, Jessica
. - : SAGE Journals, 2018
BASE
Show details
9
Supplementary_Materials_QJEP – Supplemental material for Paired associate learning deficits in poor readers: The contribution of phonological input and output processes ...
Litt, Robin A
;
Hua-Chen Wang
;
Sailah, Jessica
. - : SAGE Journals, 2018
BASE
Show details
10
Paired associate learning deficits in poor readers: The contribution of phonological input and output processes ...
Litt, Robin A
;
Hua-Chen Wang
;
Sailah, Jessica
. - : Figshare, 2018
BASE
Show details
11
APPENDIX_QJEP – Supplemental material for Paired associate learning deficits in poor readers: The contribution of phonological input and output processes ...
Litt, Robin A
;
Hua-Chen Wang
;
Sailah, Jessica
. - : SAGE Journals, 2018
BASE
Show details
12
JoC_Exp1data.csv ...
Beyersmann, Lisi
;
Kezilas, Yvette
;
Coltheart, Max
. - : figshare, 2018
BASE
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13
JoC_Exp1data.csv ...
Beyersmann, Lisi
;
Kezilas, Yvette
;
Coltheart, Max
. - : figshare, 2018
BASE
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14
Phonics training for English‐speaking poor readers
McArthur, Genevieve
;
Sheehan, Yumi
;
Badcock, Nicholas A
. - : John Wiley & Sons, Ltd, 2018
BASE
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15
Taking the Book from the Bookshelf: Masked Constituent Priming Effects from Compound Words and Nonwords
Beyersmann, Elisabeth
;
Kezilas, Yvette
;
Coltheart, Max
. - : Ubiquity Press, 2018
BASE
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16
Disentangling the developmental trajectories of letter position and letter identity coding using masked priming
Kezilas, Yvette
;
McKague, Meredith
;
Kohnen, Saskia
. - : American Psychological Association, 2017
BASE
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17
Orthographic learning, fast and slow : lexical competition effects reveal the time course of word learning in developing readers
Tamura, Niina
;
Castles, Anne
;
Nation, Kate
. - : Elsevier, 2017
Abstract:
Children learn new words via their everyday reading experience but little is known about how this learning happens. We addressed this by focusing on the conditions needed for new words to become familiar to children, drawing a distinction between lexical configuration (the acquisition of word knowledge) and lexical engagement (the emergence of interactive processes between newly learned words and existing words). In Experiment 1, 9–11-year-olds saw unfamiliar words in one of two storybook conditions, differing in degree of focus on the new words but matched for frequency of exposure. Children showed good learning of the novel words in terms of both configuration (form and meaning) and engagement (lexical competition). A frequency manipulation under incidental learning conditions in Experiment 2 revealed different time-courses of learning: a fast lexical configuration process, indexed by explicit knowledge, and a slower lexicalization process, indexed by lexical competition. ; 10 page(s)
Keyword:
lexical consolidation
;
orthographic learning
;
reading development
URL:
http://hdl.handle.net/1959.14/1251541
BASE
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18
Morpho-orthographic segmentation without semantics
Beyersmann, Elisabeth
;
Ziegler, Johannes
;
Castles, Anne
...
In: ISSN: 1069-9384 ; Psychonomic Bulletin and Review ; https://hal-amu.archives-ouvertes.fr/hal-02087747 ; Psychonomic Bulletin and Review, Psychonomic Society, 2016, 23 (2), pp.533-539. ⟨10.3758/s13423-015-0927-z⟩ (2016)
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19
German and English bodies: No evidence for cross-linguistic differences in preferred grain size ...
Schmalz, Xenia
;
Serje Robidoux
;
Castles, Anne
. - : Unpublished, 2016
BASE
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20
Word and pseudoword superiority effects on letter position processing in developing and skilled readers
Kezilas, Yvette
;
Kohnen, Saskia
;
McKague, Meredith
. - : American Psychological Association, 2016
BASE
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