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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. - : Asociación INFAD, 2019. : Universidad de Extremadura, 2019 BASE Show 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; Eadie, Patricia; Bavin, Edith L.; Sciberras, Emma; Pezic, Angela; Levickis, Penny; Reilly, Sheena; McKean, Cristina; Prior, Margot. - : Springer, 2018 Abstract: Language disorder (LD) and social-emotional and behavioural (SEB) difficulties are common childhood problems that often co-occur. While there is clear evidence of these associations from clinical samples, less is known about community samples. This paper examines these associations in children aged 4–7 years from a community-based longitudinal study. 771 families provided questionnaire and assessment data at 4, 5 and 7 years. Parent-reported SEB difficulties were measured at each point (SDQ). Child language was directly assessed at 4 (CELF-P2), 5 and 7 years (CELF-4). Linear regression analysis was used to compare cross-sectional differences in mean SDQ scores between children with and without LD at each time point. Linear regression was then used to examine how patterns of language development (language disordered at three time points; never disordered; disordered at one or two time points, i.e. ‘unstable’ group) related to SEB difficulties at each age, adjusted for potential confounders, as in the previous analyses. Higher hyperactivity/inattention scores were associated with LD at each age. In fully adjusted models, there was little difference in mean emotional symptoms scores between children with and without LD. The ‘never’ LD group had lower mean SDQ scores at each time point than the ‘unstable’ group. Findings highlight that children with persistent LD from preschool to early primary school may be more likely to have concomitant SEB difficulties, particularly behavioural difficulties. Those with unstable LD may also have co-occurring SEB difficulties, showing a need for education and health professionals to monitor early language and SEB development. Keyword: behavioural problems; childhood; language disorder; longitudinal study; social-emotional problems URL: http://hdl.handle.net/10536/DRO/DU:30109004 BASE Hide 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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