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Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study
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In: PMC (2021)
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Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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In: Wiley (2021)
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Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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In: Wiley (2021)
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White matter in infancy is prospectively associated with language outcomes in kindergarten
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In: Dev Cogn Neurosci (2021)
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Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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Putative protective neural mechanisms in prereaders with a family history of dyslexia who subsequently develop typical reading skills
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In: Hum Brain Mapp (2020)
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Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study
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In: Dev Sci (2020)
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Listening-Based Activities Promoting Productive Knowledge of Formulaic Sequences: Examining the effectiveness of dictogloss
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In: Electronic Thesis and Dissertation Repository (2020)
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Abstract:
Although it is well recognized that second language (L2) learners stand to gain a lot from mastering formulaic sequences (FS) in the target language, research on classroom activities that foster productive knowledge of FSs remains rather scarce. This project, therefore, examines the effectiveness of dictogloss for this purpose. While dictogloss has occurred regularly in research about L2 grammar learning, it has only recently attracted attention from researchers interested in FS learning. This experiment investigated its effectiveness in comparison with two other listening-based activities—dictation and answering comprehension questions. It was hypothesized that dictogloss leads to greater gains in FS knowledge because (a) it involves retrieval of FSs from episodic memory and (b) it makes learners notice (and fill) the gaps in their knowledge. 142 Chinese EFL first-year university students were divided into three treatment groups (dictogloss, dictation, and answering comprehension questions). A pre-test, an immediate post-test, and a delayed post-test were administered to compare the learning gains. Dictogloss was not found to be more effective than dictation for the purpose of FS learning, although both were more effective than answering comprehension questions. Dictogloss did appear to engage students more than dictation with the content of the text. Analyses of the dictogloss worksheets show that it was especially students who successfully retrieved the FSs during text reconstruction who stood a good chance of recalling the FSs in the post-test. This suggests that it is important for teachers who wish to try dictogloss to ensure good accuracy at the reconstruction stage.
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Keyword:
aural modality; Dictogloss; Education; formulaic sequence learning; retrieval
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URL: https://ir.lib.uwo.ca/cgi/viewcontent.cgi?article=9600&context=etd
https://ir.lib.uwo.ca/etd/7219
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Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children
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Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children ...
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Emergence of the neural network underlying phonological processing from the prereading to the emergent reading stage: A longitudinal study ...
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Neural correlates of phonological processing: Disrupted in children with dyslexia and enhanced in musically trained children
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Emergence of the neural network underlying phonological processing from the pre-reading to the emergent reading stage: a longitudinal study
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Functional Anatomy of Recognition of Chinese Multi-Character Words: Convergent Evidence from Effects of Transposable Nonwords, Lexicality, and Word Frequency
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Functional Anatomy of Recognition of Chinese Multi-Character Words: Convergent Evidence from Effects of Transposable Nonwords, Lexicality, and Word Frequency
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An fMRI Study of Grammatical Morpheme Processing Associated with Nouns and Verbs in Chinese
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The role of visual form in lexical access: Evidence from Chinese classifier production
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In: ISSN: 0010-0277 ; EISSN: 1873-7838 ; Cognition ; https://hal.archives-ouvertes.fr/hal-03578646 ; Cognition, Elsevier, 2010, 116 (1), pp.101-109. ⟨10.1016/j.cognition.2010.04.004⟩ (2010)
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