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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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Defior, Sylvia; Francisca, Serrano; Sucena, Ana; Sigurðsson, Baldur; D. Porpodas, Costas; G. Duncan, Lynne; Sarris, Menelaos; Mousty, Philippe; Genard, Nathalie; Leybaert, Jacqueline; Baillie, Sheila; Lund, Rannveig; S. Þráinsdóttir, Anna; Castro, São Luís; H.K. Seymour, Philip. - : Elsevier, 2013
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Abstract:
Phonological development was assessed in six alphabetic orthographies (English, French, Greek, Icelandic, Portuguese and Spanish) at the beginning and end of the first year of reading instruction. The aim was to explore contrasting theoretical views regarding: the question of the availability of phonology at the outset of learning to read (Study 1); the influence of orthographic depth on the pace of phonological development during the transition to literacy (Study 2); and the impact of literacy instruction (Study 3). Results from 242 children did not reveal a consistent sequence of development as performance varied according to task demands and language. Phonics instruction appeared more influential than orthographic depth in the emergence of an early meta-phonological capacity to manipulate phonemes, and preliminary indications were that cross-linguistic variation was associated with speech rhythm more than factors such as syllable complexity. The implications of the outcome for current models of phonological development are discussed.
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Keyword:
Cross-linguistic; Orthographic depth; Phonics instruction; Phonological awareness; Reading development; Speech rhythm
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URL: https://doi.org/10.1016/j.cognition.2013.02.009 http://hdl.handle.net/10400.22/5488
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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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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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