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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; Mercader Ruiz, Jessica. - : Asociación INFAD, 2019. : Universidad de Extremadura, 2019 Abstract: El objetivo del presente estudio longitudinal consistió en examinar el poder predictivo de distintas variables de motivación hacia el aprendizaje, evaluadas en Educación Infantil sobre diferentes aspectos del rendimiento en lectura en 2º de Educación Primaria. La muestra inicial estuvo compuesta por 209 niños de Educación Infantil de 5 a 6 años y sus tutores, de los cuales 179 volvieron a ser evaluados dos años más tarde. En Educación Infantil, los maestros y maestras cumplimentaron la escala de estimación “Preschool Learning Behaviors Scale” (PLBS; McDermott, Green, Francis, y Stott, 2000) que evalúa las conductas de aprendizaje de competencia-motivación (conductas relacionadas con la anticipación del éxito), atención-persistencia (capacidad de persistir realizando una tarea hasta llegar a completarla) y actitud hacia el aprendizaje (voluntad de participar en las actividades de aprendizaje). Dos años más tarde, se administró la “Batería de Evaluación de los Procesos Lectores” (PROLEC-R; Cuetos, Rodríguez, Ruano, y Arribas, 2007) para evaluar diferentes aspectos relacionados con el rendimiento lector: procesos de identificación de letras, de acceso al léxico y de procesos sintácticos y semánticos. Los resultados mostraron que las variables de motivación hacia el aprendizaje evaluadas en Educación Infantil son capaces de predecir el rendimiento lector posterior, con un especial peso de la capacidad para persistir ante las tareas. Se comentan las implicaciones de estos hallazgos para la investigación y la práctica psicoeducativa. ; The aim of the present longitudinal study was to examine the predictive power of different variables of motivation towards learning, evaluated in Kindergarten on different aspects of reading performance in the 2nd grade of Primary School. The initial sample consisted of 209 pre-schoolers from 5 to 6 years old and their teachers, of whom 179 were evaluated again two years later. In Kindergarten, teachers completed the “Preschool Learning Behaviours Scale” (PLBS, McDermott, Green, Francis, & Stott, 2000) that assesses competency-motivation learning behaviours (behaviours related to the anticipation of success), attention-persistence (ability to persist doing a task until it is completed) and attitude towards learning (willingness to participate in learning activities). Two years later, a “Spanish standardized assessment of reading performance” (PROLEC-R, Cuetos et al., 2007) was administered to evaluate different aspects related to reading performance: letter identification, access to the lexicon, syntactic and semantic processes. The results showed that the variables of motivation towards learning evaluated in Kindergarten are able to predict the subsequent reading performance, with a special weight of the ability to persist doing a task until it is completed. The implications of these findings for research and psychoeducational practice are discussed. ; peerReviewed Keyword: 5802.04 Niveles y Temas de Educación; 6102.04 Psicología Escolar; 6106.08 Motivación; Actitud hacia el aprendizaje; Attitude towards learning; Competencia percibida; Estudio longitudinal; Longitudinal study; Motivación; Motivation; Perceived competence; Persistence; Persistencia; Reader performance; Rendimiento lector URL: http://hdl.handle.net/10662/11147 https://doi.org/10.17060/ijodaep.2019.n1.v3.1507 BASE Hide 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. - : 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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