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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 Page: 1 2 3 4 5 6 7...27 Hits 41 – 60 of 536 41 Music Training Positively Influences the Preattentive Perception of Voice Onset Time in Children with Dyslexia: A Longitudinal Study Clément François; Julie Chobert; Mireille Besson... In: Brain Sciences ; Volume 9 ; Issue 4 (2019) BASE Show details 42 Literalität in erzählenden Texten : Indikatoren zur Beurteilung der Literalität ... Grießhaber, Wilhelm. - : Philipps-Universität Marburg, 2019 BASE Show details 43 Literalität in erzählenden Texten : Indikatoren zur Beurteilung der Literalität Dirks, Una; Grießhaber, Wilhelm In: DaF-/DaZ-/DaM-Bildungsräume: Sprech- & Textformen im Fokus (2019) BASE Show details 44 Disparitäten im Wortschatzerwerb : Zum Einfluss des Arbeitsgedächtnisses und der Anregungsqualität in Kindergarten und Familie auf den Erwerb lexikalischen Wissens Weinert, Sabine; Ebert, Susanne; Lockl, Kathrin. - : opus, 2019. : Bamberg, 2019 BASE Show details 45 Motivación temprana hacia el aprendizaje y rendimiento lector: estudio longitudinal ; Early motivation toward learning and performance reader: longitudinal study Siegenthaler Hierro, Rebeca; Abellán Roselló, Laura; Badenes-Gasset Presentación, Ana. - : Asociación INFAD, 2019. : Universidad de Extremadura, 2019 BASE Show details 46 Funcionamiento ejecutivo conductual y acceso al léxico: un estudio longitudinal ; Neuropsychological and behavioural executive functioning and lexical access: a longitudinal study Abellán Roselló, Laura; Pallotti Romero, Anna; Mercader Ruiz, Jessica; Siegenthaler Hierro, Rebeca. - : Asociación INFAD, 2019. : Universidad de Extremadura, 2019 Abstract: El funcionamiento ejecutivo (FE) parece ser esencial para promover un desarrollo óptimo del acceso al léxico y prevenir sus dificultades. Tradicionalmente se han utilizado para su evaluación pruebas neuropsicológicas administradas bajo estrictas condiciones de laboratorio. Recientemente la validez ecológica de estas pruebas ha sido cuestionada en base a las múltiples diferencias existentes entre un entorno de evaluación estructurado y la vida real. En un intento de subsanar esta limitación, el objetivo de este estudio longitudinal es analizar la relación entre el FE, evaluado en el último curso de Educación Infantil mediante pruebas conductuales, y el acceso al léxico evaluado al finalizar segundo de Educación Primaria. También se analizan las diferencias en las funciones ejecutivas evaluadas en el primer momento entre alumnado con y sin problemas de acceso al léxico dos años después. Participaron un total de 179 sujetos (49.2% niñas y 50.8% niños) que fueron evaluados en dos tiempos. En el T1, 3º de Educación Infantil, la edad media era de 70.24 meses (DT = 3.54; rango 5-6 años) y en el T2, 2º de educación primaria, de 94.17 meses (DT = 3.60; rango 7- 8 años). Los padres y los tutores cumplimentaron el “Behavior Rating Inventory of Executive Function” (BRIEF; Gioia et al., 2000). Para la evaluación del acceso al léxico se utilizaron los índices principales de lectura de palabras y pseudopalabras de la Batería de Evaluación de los Procesos Lectores, Revisada (PROLEC-R; Cuetos et al., 2007). Los resultados muestran una relación entre el funcionamiento ejecutivo y el acceso al léxico posterior, especialmente con la evaluación conductual de los maestros, destacando el poder predictivo del índice de metacognición. Los resultados también muestran que el alumnado con dificultades presenta mayores problemas en la práctica totalidad de las funciones ejecutivas analizadas. Se discuten las implicaciones teóricas y prácticas de los resultados. ; Executive functioning (EF) seems to be essential to promote optimal development of lexical access and to prevent its difficulties. Traditionally, neuropsychological tests administered under strict laboratory conditions have been used for evaluation. Recently the ecological validity of these tests has been questioned on the basis of the multiple differences between a structured assessment environment and real life. In an attempt to correct this limitation, the objective of this longitudinal study is to analyze the relationship between the EF, evaluated in the kindergarteners last year through behavioral tests, and lexical access to evaluated at the end of the second year of Primary Education. It also analyzes the differences in the EF evaluated in the first moment between students with and without problems of lexical access two years later. A total of 179 subjects (49.2% girls and 50.8% boys) participated and were evaluated in two stages. In T1, 3rd year of Kindergarten, the mean age was 70.24 months (DS = 3.54; range 5-6 years) and in T2, 2nd year of Primary Education, 94.17 months (DS = 3.60; range 7-8 years). Parents and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF; Gioia et al., 2000). For the evaluation of lexical access, the main indexes of word reading and pseudo-words of the Battery for the Evaluation of Reading Processes, Revised (PROLEC-R; Cuetos et al., 2007) were used. The results show a relationship between EF and subsequent lexical access, especially with the behavioural assessment of teachers, highlighting the predictive power of the metacognition index. The results also show that children with difficulties present greater problems in practically all of the executive functions analysed. The theoretical and practical implications of the results are discussed. ; peerReviewed Keyword: 5705.04 Lexicología; 6102.04 Psicología Escolar; 6106.04 Análisis Experimental de la Conducta; Acceso al léxico; Educación Infantil; Educación Primaria; Estudio longitudinal; Executive functioning; Funciones ejecutivas; Kindergarten; Lexical access; Longitudinal study; Primary Education URL: https://doi.org/10.17060/ijodaep.2019.n2.v1.1714 http://hdl.handle.net/10662/10689 BASE Hide details 47 Caminhos dinâmicos em inteligibilidade e compreensibilidade de línguas adicionais : um estudo longitudinal com dados de fala de haitianos aprendizes de português brasileiro Albuquerque, Jeniffer Imaregna Alcantara de. - 2019 BASE Show details 48 Differences in work injury between immigrants and natives: changes since the economic recession in Italy Giraudo M; Bena A; Mosca M. - 2019 BASE Show details 49 Five years of collaborative inquiry in a high school professional learning community for improving science instruction Shim, Soo-Yean. - 2019 BASE Show details 50 Motivación temprana hacia el aprendizaje y rendimiento lector: estudio longitudinal Siegenthaler, Rebeca; Abellán-Roselló, Laura; Badenes-Gasset, Ana. - : Asociación INFAD, 2019 BASE Show details 51 Perfil motivacional temprano de estudiantes con dificultades de acceso al léxico y comprensión lectora en educación primaria Mercader, Jessica; Badenes-Gasset, Ana; Abellán-Roselló, Laura. - : Asociación INFAD, 2019 BASE Show details 52 AN EXAMINED LIFE OF A LANGUAGE TEACHER OF CHINESE: AN AUTOETHNOGRAPHIC INVESTIGATION INTO AGENCY Zhang, Ying In: Doctoral Dissertations (2019) BASE Show details 53 Activity types and child-directed speech: a comparison between French, Tunisian Arabic and English. Glas, Ludivine; Rossi, Caroline; Hamdi-Sultan, Rim... In: ISSN: 0008-4131 ; EISSN: 1710-1115 ; Canadian Journal of Linguistics / Revue canadienne de linguistique ; https://halshs.archives-ouvertes.fr/halshs-01740841 ; Canadian Journal of Linguistics / Revue canadienne de linguistique, Cambridge University Press, 2018 (2018) BASE Show details 54 Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne... In: International journal of disability, development and education 65 (2018) 5, S. 509-525 (2018) BASE Show details 55 Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties ... Klesczewski, Julia; Brandenburg, Janin; Fischbach, Anne. - : Routledge, Taylor & Francis Group, 2018 BASE Show details 56 The influence of L1 Dutch and L2 English on L3 French: A longitudinal study Stadt, Rosalinde; Hulk, Aafke; Sleeman, Petra In: Journal of the European Second Language Association; Vol 2, No 1 (2018); 63-71 ; 2399-9101 (2018) BASE Show details 57 “Partnering to Understand Undergraduate Research and Writing Longitudinally” Scheidt, Donna; Kozma, Cara; Middleton, Holly... In: Georgia International Conference on Information Literacy (2018) BASE Show details 58 Language and social-emotional and behavioural wellbeing from 4 to 7 years: a community-based study Bretherton, Lesley; Mensah, Fiona K.; Conway, Laura. - : Springer, 2018 BASE Show details 59 Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills Hulme, C; Zhou, L; Tong, X. - 2018 BASE Show details 60 Constructing L3 selves: A study of undergraduate learners' motivation to learn a third language in China Wang, Tianyi. - : University of Cambridge, 2018. : Faculty of Education, 2018. : Clare Hall College, 2018 BASE Show details Page: 1 2 3 4 5 6 7...27

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