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Does the Non Word Repetition Task LITMUS-NWR-FR assess phonology? ; L'épreuve de répétition de non-mots LITMUS-NWR-FR évalue-t-elle la phonologie ?
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In: ISSN: 2261-2424 ; SHS Web of Conferences ; https://halshs.archives-ouvertes.fr/halshs-02930731 ; SHS Web of Conferences, EDP Sciences, 2020, 78, pp.10005. ⟨10.1051/shsconf/20207810005⟩ (2020)
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| 3 |
Simple spans underestimate verbal working memory capacity
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In: ISSN: 0096-3445 ; Journal of Experimental Psychology: General (2020) (2020)
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Le rôle des facteurs phonologiques dans le développement des connaissances orthographiques chez l’élève dysphasique francophone du primaire
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| 6 |
Effects of an Adaptive Phonological Training Program on Reading and Phonological Processing Skills in Arabic-Speaking Children With Dyslexia
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In: ISSN: 1057-3569 ; EISSN: 1521-0693 ; Reading and Writing Quarterly ; https://hal.univ-lorraine.fr/hal-03220047 ; Reading and Writing Quarterly, Taylor & Francis (Routledge), 2019, 35 (2), pp.103-117. ⟨10.1080/10573569.2018.1515049⟩ (2019)
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| 7 |
THE EFFECTS OF PHONOLOGICAL SHORT-TERM MEMORY AND EXECUTIVE WORKING MEMORY ON READING COMPREHENSION IN ELEMENTARY STUDENTS: A LONGITUDINAL STUDY
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| 8 |
Non-Word Repetition and Vocabulary in Adolescents who are Blind
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Abstract:
When compared with their sighted peers, prior research on individuals who are blind has indicated strong working memory, as measured by digit span tests, and phonological memory, as measured by non-word repetition tasks. However, research related to vocabulary skills is limited and often contradictory. Some indicates that those who are blind have poor vocabulary skills, perhaps due to missing visual information, while others demonstrate the potential for individuals to use vocabulary correctly despite a lack of visual input. What is known is that sighted individuals who perform well on digit span and non-word repetition tests have strong vocabulary skills. This would imply that individuals who are blind should have at least comparable vocabulary abilities but this has not yet been considered. This study compared the working memory, phonological memory, and vocabulary skills of adolescents who are blind with those who are sighted. Prior research focused on elementary-aged students, so this study expands results to a new age-group. Results indicate that there are no group difference between working and phonological memory skills and no group difference between vocabulary skills of those who are blind and sighted, with the exception of spoken analogy skills.
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Keyword:
Blind; Children with visual disabilities; Digit span; English language--Study and teaching (Secondary); Language acquisition; Language arts (Secondary); Non-word repetition; Phonological memory; Short-term memory; Vocabulary; Working memory
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URL: https://digital.library.txstate.edu/handle/10877/7466
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| 10 |
Memoria operativa y complejidad cognitiva en tareas de expresión escrita en español como lengua extranjera
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In: Onomázein: Revista de lingüística, filología y traducción de la Pontificia Universidad Católica de Chile, ISSN 0717-1285, Nº. 41, 2018, pags. 125-146 (2018)
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| 11 |
Written Corrective Feedback, Individual Differences and Second Language Acquisition of the English Passive Voice
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| 12 |
Influences on Nonword Repetition in Young Children
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In: Doctoral Dissertations (2017)
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| 13 |
The relationship between information carrying words, memory and language skills in school age children with specific language impairment
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| 14 |
Diagnostik des phonologischen Gedächtnisses im Kindergartenalter mittels neuartigen im Vergleich zu vertrautem Material
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| 15 |
The phonological neighbourhood effect on short-term memory for order
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In: Faculty of Social Sciences - Papers (2017)
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| 16 |
Memoria de trabajo en el Trastorno Específico del Lenguaje.
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| 17 |
Neural substrates of the 'low-level' system for speech articulation: Evidence from primary opercular syndrome
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| 18 |
Sublexical, lexical and phonological short-term memory processes: Evaluating models of speech perception and short-term memory
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| 19 |
Investigating the psycholinguistic correlates of speechreading in preschool age children
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In: International Journal of Language and Communication Disorders (2015)
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| 20 |
Symbol-string sensitivity and adult performance in lexical decision
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In: Brain and Language (2015)
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