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Efeito da remediação fonológica em uma criança com altas habilidades/superdotação e dislexia do desenvolvimento
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L2 reading and vocabulary development after a short Study Abroad experience
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A temporal sampling basis for visual processing in developmental dyslexia
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A shift in cloze procedure usage: A new tool for activating ZPD
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In: Indonesian Journal of Applied Linguistics, Vol 9, Iss 3, Pp 646-656 (2020) (2020)
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Lengua extranjera y lectura estética: estudio de la situación actual en las escuelas de Educación Primaria en la Comunidad Autónoma de Andalucía
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 6 (Especial VI), 2020 (Ejemplar dedicado a: Investigación enseñanza de lengua desde una perspectiva global), pags. 254-273 (2020)
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Bilingual Children's Talk about Informational Text: Focus on Ideas, Images, and Print
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In: Reading Horizons: A Journal of Literacy and Language Arts (2020)
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The development and empirical substantiation of Japanese pedagogical materials based on kabuki
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Dialogic Reading for Comprehension: effects on children's story retelling - a case report
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In: Revista CEFAC, Vol 23, Iss 1 (2020) (2020)
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Developing HOTS-Based Critical Reading Textbook for Junior High Schools in Ngabang
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In: Metathesis: Journal of English Language, Literature, and Teaching; Vol 4, No 2 (2020): Metathesis : Journal of English Language, Literature, and Teaching; 205-216 ; 2580-2720 ; 2580-2712 ; 10.31002/metathesis.v4i2 (2020)
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Approximations of disciplinary literacy in English Language Arts: an analysis of high school students' developing understanding of literary analysis
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Embedded stems as a bootstrapping mechanism for morphological parsing during reading development
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In: ISSN: 0022-0965 ; EISSN: 1096-0457 ; Journal of Experimental Child Psychology ; https://hal-amu.archives-ouvertes.fr/hal-02138866 ; Journal of Experimental Child Psychology, Elsevier, 2019, 182, pp.196-210. ⟨10.1016/j.jecp.2019.01.010⟩ (2019)
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Orthographic advantage theory: National advantage and disadvantage arising from impacts of spelling complexity
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In: Knight, BA, Galletly, SA, Gargett, PS, (2019). Orthographic advantage theory: National advantage and disadvantage arising from impacts of spelling complexity. Asia Pacific Journal of Developmental Differences, Vol. 6, No. 1, p. 5-29 (2019)
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Abstract:
Knight, BA orcid:0000-0001-6627-378X ; Considerable research reports nations differ in orthographic complexity (regularity and consistency of spelling patterns used); that this impacts ease and speed of reading and writing development; and that, in contrast to the world’s many regular‐orthography nations, English word‐reading and word‐writing development is extremely slow, with difficulties more frequent and severe (Knight, Galletly & Gargett, 2017; Seymour, Aro, & Erskine, 2003; Share, 2008). Orthographic Advantage Theory proposes that, according to their level of orthographic complexity, nations experience disadvantage and potential advantage in multiple areas of education and national functioning. Building from current cross‐linguistic theories and research on cross‐linguistic differences, it proposes six dimensions of orthographic advantage and disadvantage, namely: ease of early literacy development; simplified school instruction and learning across primary and secondary school; ease of improving education; impacts of reduced workplace illiteracy; increased adult life advantage; and generational advantage through confidently literate parents being able to effectively support their children’s literacy development. This article details Orthographic Advantage Theory, building from review of research findings that show the major differences in reading development and outcomes in regular‐orthography and Anglophone nations. The theory is offered as a tool for educators and researchers towards optimising reading and literacy outcomes.
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Keyword:
130312 Special Education and Disability; Orthographic advantage theory; Reading development; Writing development
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URL: http://hdl.cqu.edu.au/10018/1312915
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Let's talk! An interactive intervention to support children language development
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In: Evangelou, Maria orcid:0000-0002-6728-7160 and Lake, Gillian orcid:0000-0002-4315-1971 (2019) Let's talk! An interactive intervention to support children language development. European Early Childhood Education Research Journal, 27 (2). pp. 221-240. ISSN 1350-293X (2019)
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Parental Reflective Functioning and Children’s Emergent Reading Skills: ERP and longitudinal behavioral measures
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Coping with Text Complexity in the Disciplines: Vulnerable Readers' Close Reading Practices
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Remapping the cognitive and neural profiles of children who struggle at school. ...
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Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary ...
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Strategies ESL Saudi Arabian Graduate Students Use to Learn New Academic Vocabulary Across Domains
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In: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1554976746592993 (2019)
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Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
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In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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