| 3 |
ТРУДНОСТИ ИЗУЧЕНИИ РУССКИХ ГЛАГОЛОВ ДВИЖЕНИЯ НОСИТЕЛЯМИ КИТАЙСКОГО ЯЗЫКА ... : DIFFICULTIES OF LEARNING RUSSIAN VERBS OF MOTION BY THE SPEAKERS OF THE CHINESE LANGUAGE ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
ТРУДНОСТИ ИЗУЧЕНИЯ РУССКИХ ПРИЛАГАТЕЛЬНЫХ СО ЗНАЧЕНИЕМ «ЧЕРТЫ ХАРАКТЕРА» ИНОФОНАМИ ... : DIFFICULTIES OF LEARNING RUSSIAN APPENDICES WITH THE VALUE OF «CHARACTER FEATURES» BY INOPHONES ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Cognitively Driven Arabic Text Readability Assessment Using Eye-Tracking
|
|
|
|
In: Applied Sciences ; Volume 11 ; Issue 18 (2021)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
Is difficulty mostly about impossibility? What difficulty implies may be culturally variant ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Is difficulty mostly about impossibility? What difficulty implies may be culturally variant ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
Learning New Words from TED Talks: Strategic use of L1 subtitles and L2 captions
|
|
|
|
In: Electronic Thesis and Dissertation Repository (2021)
|
|
BASE
|
|
Show details
|
|
|
| 9 |
A race to remember: the effect of prospective memory task difficulty in incidental learning ; Uma corrida a lembrar: o efeito da dificuldade da tarefa de memória prospetiva na aprendizagem incidental
|
|
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities
|
|
|
|
In: Reading research quarterly 56 (2021) 1, S. 143-171 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Developmental trajectories of phonological information processing in upper elementary students with reading or spelling disabilities ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Excerpt from Chapter 23 of Ares Le Mandat(3rd ed.) - The Mars influence as a factor that predicts dyslexia and aspergers in children ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Excerpt from Chapter 23 of Ares Le Mandat(3rd ed.) - The Mars influence as a factor that predicts dyslexia and aspergers in children ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Early reading correlates in language impairment (Newbury et al., 2020)
|
|
|
|
Abstract:
Purpose: This article first aimed to examine the cognitive (rapid automatized naming, phonological awareness, working memory, nonverbal cognition, and language) correlates of reading difficulty in children with language impairment (LI). Second, we considered whether noncognitive (effortful control, social competence, and behavior problems) correlates offered any explanatory value above that of cognitive factors. Third, we examined whether home environment (specifically household organization and home learning environment) would offer an additional explanatory value. Method: The sample included 165 children in kindergarten and Grade 1 who were receiving intervention for LI in public schools. Standardized measures along with parent interviews/questionnaires were administered at the end of the school year. Results: Logistic regression models indicated the noncognitive factors added discriminatory value to that of cognitive factors in predicting reading difficulties, whereas household factors did not. In the final model using all 11 predictors, prediction accuracy was 88.7% for the typical reading group and 54.2% for the reading difficulty group, with an overall accuracy of 76.4%. Only phonological awareness and working memory significantly contributed to predicting reading group membership when measured in kindergarten and Grade 1. Conclusions: For this sample of children with LI, the most important predictors of reading were cognitive. The child’s behavior and social competence improved prediction to a limited but statistically significant degree, whereas home environment did not. Overall classification was low, as only half of the children with reading difficulties were correctly predicted. Important factors differentiating good and poor emergent readers with LI were not captured in this study. Supplemental Material S1. HLE (Home Literacy Environment) items. Newbury, J., Justice, L. M., Jiang, H. H., & Schmitt, M. B. (2020). Cognitive, non cognitive, and home environment correlates of reading difficulties in primary-grade students with language impairment. Journal of Speech, Language, and Hearing Research. Advance online publication. https://doi.org/10.1044/2020_JSLHR-19-00363
|
|
Keyword:
at risk; behavior; cognitive; Cognitive Science not elsewhere classified; competence; control; correlates; difficulty; effortful; emergent; environment; factors; Grade 1; home; impairment; interviews; kindergarten; Language; language impairment; learning; noncognitive; nonspecific language impairment; nonverbal cognition; organization; parent; phonological awareness; predicting; primary grade; problems; public school; questionnaires; rapid automatized naming; readers; reading; social; specific language impairment; students; working memory
|
|
URL: https://doi.org/10.23641/asha.12462428.v1
|
|
BASE
|
|
Hide details
|
|
|
| 15 |
文章與影片相互關係對大學英文閱讀課程之影響 ; The Impact of Text-Video Relationship on College English Reading Invention Program
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties
|
|
|
|
In: International journal of disability, development and education 65 (2018) 5, S. 509-525 (2018)
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Development of working memory from grade 3 to 5. Differences between children with and without mathematical learning difficulties ...
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Propuesta de intervención para alumnado con dificultad de aprendizaje derivada de trastorno por déficit de atención con o sin hiperactividad
|
|
|
|
BASE
|
|
Show details
|
|
|
| 20 |
Die Entwicklung des akademischen Selbstkonzeptes bei Grundschulkindern mit Lernschwierigkeiten ...
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
