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Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study ...
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Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study ...
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sj-pdf-3-qjp-10.1177_17470218211047420 – Supplemental material for Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study ...
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sj-pdf-1-qjp-10.1177_17470218211047420 – Supplemental material for Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study ...
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sj-pdf-1-qjp-10.1177_17470218211047420 – Supplemental material for Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study ...
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sj-pdf-2-qjp-10.1177_17470218211047420 – Supplemental material for Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study ...
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sj-pdf-2-qjp-10.1177_17470218211047420 – Supplemental material for Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study ...
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sj-pdf-3-qjp-10.1177_17470218211047420 – Supplemental material for Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study ...
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Lexicality effects on orthographic learning in beginning and advanced readers of Dutch: An eye-tracking study
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In: Q J Exp Psychol (Hove) (2021)
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Do Reading and Arithmetic Fluency Share the Same Cognitive Base?
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In: Front Psychol (2021)
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Abstract:
We examined the role of different cognitive-linguistic skills in reading and arithmetic fluency, and whether the effects of these skills are mediated by reading and arithmetic accuracy. One hundred twenty-six English-speaking Grade 1 children (67 females, 59 males; M(age) = 6.41 years) were followed from the beginning of Grade 1 (Time 1) to the end of Grade 1 (Time 2). At Time 1, they were assessed on measures of non-verbal IQ, speed of processing, working memory, phonological awareness, rapid automatized naming (RAN), and number sense. At Time 2, they were assessed on measures of reading and arithmetic accuracy as well as on measures of reading and arithmetic fluency. Results of path analysis showed first that when reading and arithmetic fluency were included in the model as separate outcomes, RAN was predictive of both and that speed of processing and working memory were predictive of only arithmetic fluency. Second, RAN, speed of processing, and working memory had both direct and indirect effects (via reading and arithmetic accuracy) on the covariation of reading and arithmetic fluency. Irrespective of how reading and arithmetic fluency were treated in the analyses, the effects of non-verbal IQ, phonological awareness, and number sense were all indirect. Taken together, these findings suggest that reading and arithmetic fluency draw on a broader network of cognitive-linguistic skills, whose effects can sometimes be indirect through reading and arithmetic accuracy.
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Keyword:
Psychology
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URL: https://doi.org/10.3389/fpsyg.2021.709448 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8355528/
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Home Literacy Environment and Early Literacy Development Across Languages Varying in Orthographic Consistency
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In: Front Psychol (2020)
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(Psychological and Social) Factors Influencing the Educational Outcomes of North Korean Students in South Korean Schools
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Jang, Jeongsuk. - : University of Alberta. Department of Educational Psychology., 2018
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The Role of Akshara Knowledge and Phonological Processing Skills in Reading Development among Sri Lankan Children
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Examining reading comprehension text and question answering time differences in university students with and without a history of reading difficulties [<Journal>]
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DNB Subject Category Language
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Many roads to success: How high functioning adults with phonological difficulties achieve word reading success
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Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015
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Many roads to success: How high functioning adults with phonological difficulties achieve word reading success
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Lai, Sandy SY. - : University of Alberta. Department of Educational Psychology., 2015
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