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The perception of prosody and associated auditory cues in early-implanted children: the role of auditory working memory and musical activities.
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In: Int J Audiol , 53 (3) 182 - 191. (2014) (2014)
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Étude de l’appropriation de l’orthographe française langue seconde/étrangère d’élèves arabophones du secondaire en Égypte
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Investigating word learning in fragile X syndrome: a fast-mapping study.
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In: Journal of autism and developmental disorders, vol 43, iss 7 (2013)
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Language development in preschool years: The role of urbanity of residential place ... : Η γλωσσική ανάπτυξη κατά την προσχολική ηλικία: Ο ρόλος της αστικότητας της περιοχής διαμονής ...
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Three-year-olds hide their communicative intentions in appropriate contexts.
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What's in a link: associative and taxonomic priming effects in the infant lexicon.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; CrossRef (2013)
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Caracterização do nível de consciência fonológica em crianças de idade pré-escolar
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Evaluation der kompensatorischen Sprachförderung: Abschlussbericht
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In: 77 (2013)
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Evaluation der kompensatorischen Sprachförderung: erster Zwischenbericht
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In: 65 (2013)
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Evaluation der kompensatorischen Sprachförderung: zweiter Zwischenbericht
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In: 76 (2013)
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Predicate structures, gesture, and simultaneity in the representation of action in British Sign Language: evidence from deaf children and adults.
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In: J Deaf Stud Deaf Educ , 18 (3) 370 - 390. (2013) (2013)
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Effect of teenage motherhood on cognitive outcomes in children: a population-based cohort study.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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TM4SF20 ancestral deletion and susceptibility to a pediatric disorder of early language delay and cerebral white matter hyperintensities.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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Generalist genes and cognitive abilities in Chinese twins.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2013)
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The relationship between gender, receptive vocabulary, and literacy from school entry through to adulthood.
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In: Int J Speech Lang Pathol , 15 (4) pp. 407-415. (2013) (2013)
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The organization of attention in typical development: a new preschool attention test battery.
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In: Br J Dev Psychol , 31 (Pt 3) 271 - 288. (2013) (2013)
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Étude de l’appropriation de l’orthographe française langue seconde/étrangère d’élèves arabophones du secondaire en Égypte
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School readiness of moderately preterm children at preschool age
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Abstract:
The study investigates the preschool readiness of moderately preterm children and, in particular, the likely presence of learning disabilities at preschool age. Its theoretical model detects linguistic comprehension and expression; memory-related metacognition and cognition skills; orientation and motor coordination skills; premathematics and preliteracy ones. The research project involved an experimental group made up of 55 moderately preterm children (mean age = 62 months, mean gestational age = 34.6 weeks), without any clinical neonatal complications, and low birth weight (M = 2,100 g, SD = 350 g); a control group made up of 55 full-term children without pre- and perinatal complications. The children’s primary school reference teachers were given a questionnaire (Observative Questionnaire for Early Identification of Learning Disabilities), which was aimed at identifying any likely social and cognitive skill deficits at preschool age. The data, submitted to nonparametric univariate variance, show how scores of moderately preterm children in the metacognition [U (n1 e n2 = 55) = 35, p = 0.04, r = 0.49] are statistically lower, other cognitive skills (memory, orientation, and visual–motor coordination) [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.45], premathematics [U (n1 e n2 = 55) = 32, p = 0.02, r = 0.44], and the total score [U (n1 e n2 = 55) = 31, p = 0.02, r = 0.12]. Such data would seem to suggest the need for hypothesizing preventive training and educational paths as a prerequisite for the development of the school abilities.
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Keyword:
Learning disabilities; Moderately preterm children; Preschool age; School Readiness
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URL: https://doi.org/10.1007/s10212-012-0168-8 http://hdl.handle.net/10447/74020
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Narrative Development in Preschool and School-Age Children
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In: Undergraduate Honors Capstone Projects (2013)
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ПОЛИКУЛЬТУРНОЕ СОДЕРЖАНИЕ ЯЗЫКОВОЙ ПОДГОТОВКИ СПЕЦИАЛИСТОВ СИСТЕМЫ ДОШКОЛЬНОГО ОБРАЗОВАНИЯ
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Юсупова, Г.. - : Федеральное государственное научное учреждение «Институт педагогики и психологии профессионального образования» Российской академии образования, 2012
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