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Cognitive precursors to reading skill acquisition in Spanish ; Precursores cognitivos de la adquisición de la habilidad lectora en español
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Developmental dyslexia intervention framework for speech therapists
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Phonological suprasegmental skills and reading development in primary school children ; Habilidades fonológicas suprasegmentales y desarrollo lector en niños de educación primaria
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In: Anales de Psicología / Annals of Psychology; Vol. 32 No. 1 (2016); 72-79 ; Anales de Psicología / Annals of Psychology; Vol. 32 Núm. 1 (2016); 72-79 ; 1695-2294 ; 0212-9728 (2015)
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Developmental dyslexia intervention framework for speech therapists ; Marco de intervención de la dislexia evolutiva para logopedas
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Phonological development in relation to native language and literacy: Variations on a theme in six alphabetic orthographies
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Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
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Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
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Abstract:
We are grateful to Brett Kessler for computing the consistency estimates in each of the four languages of this study ; Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal literacy instruction in four languages (English, Spanish, Slovak, and Czech). Longitudinal path analyses showed that phoneme awareness, letter-sound knowledge, and RAN (but not verbal memory span) measured at the onset of literacy instruction were reliable predictors, with similar relative importance, of later reading and spelling skills across the four languages. These data support the suggestion that in all alphabetic orthographies, phoneme awareness, letter-sound knowledge, and RAN may tap cognitive processes that are important for learning to read. ; Grant PITN-215961 – ELDEL from the Marie Curie, Seventh Framework Programme
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Keyword:
Cross-linguistic; Educational psychology; Literacy; Reading
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URL: http://hdl.handle.net/10481/63145 https://doi.org/10.1177/0956797611434536
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Perfiles de dificultad en la deslexia evolutiva: lectura imprecisa vs. lectura no fluida
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Influencia de la procedendia cultural (Europea vs Amazight) en las habilidades de procesamiento fonológico, de vocabulario y de lectura de letras
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