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Co-construction of argumentative interactions in the family and school context
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Bova, Antonio (orcid:0000-0002-6371-0371). - : Nova Science Publishers, 2021. : country:USA, 2021. : place:NY, 2021
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| 42 |
Assessment of suicide and self-harm risk in foreign offenders. Evaluating the use of tree-drawing test
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Sorge, A. (orcid:0000-0002-2372-594X); Saita, E. (orcid:0000-0003-0790-2819). - : University of Messina, 2021
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| 43 |
Implicit and Explicit Attitudes toward Hearing Aids: The Role of Media Language
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| 44 |
Co-construction of argumentative discussions between parents and children during mealtime conversations. A pragma-dialectical analysis
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| 45 |
Polydimensional Structure and Psychosocial Functions of the Direct Address in TV Series
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| 46 |
Internet Memes as Partial Stories: Identifying Political Narratives in Coronavirus Memes
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| 49 |
Intervenció Logopèdica en els trastorns del Llenguatge d'Etiologia Central
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In: Giménez Costa, J.A., Lorenzo Cordero, À., Rosell Clari, V. y Puig Herreros, C. (2021). Intervenció Logopèdica en els trastorns del Llenguatge d'Etiologia Central. Universitat de València. (2021)
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| 50 |
The Time in Programming Classes: «You Do, You Keep on Doing and You Don’t Mind if the Bell Rang» ; El tiempo en las clases de programación: “Hacés y hacés y no te importa si tocó el timbre”.
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In: Revista de Sociología de la Educación-RASE; Vol. 14, Núm. 3 (2021): TIEMPO Y ESCUELA; 307-324 ; 2605-1923 (2021)
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| 51 |
Relaciones entre habilidades de percepción y producción de habla y el desarrollo morfosintáctico en niños con Trastorno Fonológico que hablan español
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In: Zarzo Benlloch, Miriam Ygual Fernández, Amparo Cervera Mérida, José Francisco 2021 Relaciones entre habilidades de percepción y producción de habla y el desarrollo morfosintáctico en niños con Trastorno Fonológico que hablan español Revista de investigación en logopedia 11 2 e72143 (2021)
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| 52 |
Boys-Specific Text-Comprehension Enhancement With Dual Visual-Auditory Text Presentation Among 12–14 Years-Old Students
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Abstract:
Quality of language comprehension determines performance in all kinds of activities including academics. Processing of words initially develops as auditory, and gradually extends to visual as children learn to read. School failure is highly related to listening and reading comprehension problems. In this study we analyzed sex-differences in comprehension of texts in Spanish (standardized reading test PROLEC-R) in three modalities (visual, auditory, and both simultaneously: dual-modality) presented to 12–14-years old students, native in Spanish. We controlled relevant cognitive variables such as attention (d2), phonological and semantic fluency (FAS) and speed of processing (WISC subtest Coding). Girls’ comprehension was similar in the three modalities of presentation, however boys were importantly benefited by dual-modality as compared to boys exposed only to visual or auditory text presentation. With respect to the relation of text comprehension and school performance, students with low grades in Spanish showed low auditory comprehension. Interestingly, visual and dual modalities preserved comprehension levels in these low skilled students. Our results suggest that the use of visual-text support during auditory language presentation could be beneficial for low school performance students, especially boys, and encourage future research to evaluate the implementation in classes of the rapidly developing technology of simultaneous speech transcription, that could be, in addition, beneficial to non-native students, especially those recently incorporated into school or newly arrived in a country from abroad. ; This project was funded by the Universidad Internacional de la Rioja grant to all authors (Proyecto Retos de Investigación B0036-1819). Additional resources came from Universidad de Alicante (to RS).
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Keyword:
Dual-modality; Gender; Language-comprehension; Listening; Psicología Evolutiva y de la Educación; Reading; Secondary-school; Sex-differences; Spanish
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URL: https://doi.org/10.3389/fpsyg.2021.574685
http://hdl.handle.net/10045/115046
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| 53 |
Ciencias cognitivas y educación: Una propuesta de diálogo ; Cognitive sciences and Education: A proposal for dialogue
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| 54 |
Características de lenguaje oral y escrito en Síndrome de X-Frágil ; Oral and written language characteristics in X-Fragile Syndrome
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| 55 |
A importância do input e output dos pais em crianças bilingues ; The importance of parental input and output in bilingual children
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| 56 |
MIL Cities: marketing y comunicación persuasiva en el sector turístico
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The oral Deleuze. Faciality, power, sexuality, objectile and superject
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| 58 |
Stimulus Features of the Object Relations Technique Affecting the Linguistic Qualities of Individuals’ Narratives
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Beyond reading modulation: Temporo-parietal tdcs alters visuo-spatial attention and motion perception in dyslexia
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