2 |
eLIPS: Development and Validation of an Observational Tool for Examining Early Language in Play Settings
|
|
|
|
In: Front Psychol (2020)
|
|
BASE
|
|
Show details
|
|
3 |
Word moprhology and written language acquisition:insights from typical and atypical development in different orthographies
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Editorial: Word Morphology and Written Language Acquisition: Insights From Typical and Atypical Development in Different Orthographies
|
|
|
|
BASE
|
|
Show details
|
|
7 |
What Is the Influence of Morphological Knowledge in the Early Stages of Reading Acquisition Among Low SES Children? A Graphical Modeling Approach
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Automatic phonological activation during visual word recognition in bilingual children : a cross-language masked priming study in grades 3 and 5
|
|
|
|
BASE
|
|
Show details
|
|
9 |
HelexKids: A word frequency database for Greek and Cypriot primary school children
|
|
|
|
BASE
|
|
Show details
|
|
10 |
How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study
|
|
|
|
In: ISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01991114 ; Frontiers in Psychology, Frontiers, 2015, 6, ⟨10.3389/fpsyg.2015.00452⟩ (2015)
|
|
BASE
|
|
Show details
|
|
11 |
Phonological contribution to visual word recognition among bilinguals in Grades 3 and 5. Evidence from a cross-linguistic visual masked priming study ...
|
|
|
|
BASE
|
|
Show details
|
|
12 |
How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language study
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Grapheme coding in L2: How do L2 learners process new graphemes?
|
|
|
|
In: Journal of Cognitive Psychology ; https://hal.univ-lille.fr/hal-03605634 ; Journal of Cognitive Psychology, 2014, Journal of Cognitive Psychology, 26 (7), pp.725-739. ⟨10.1080/20445911.2014.951363⟩ (2014)
|
|
BASE
|
|
Show details
|
|
14 |
Sensitivity to morpheme units in English as L2 word recognition
|
|
|
|
In: ISSN: 1758-6801 ; EISSN: 1758-681X ; Writing Systems Research ; https://hal.univ-lille.fr/hal-02539910 ; Writing Systems Research, Taylor & Francis (Routledge), 2014, Reading Morphologically Complex Words in a Second Language, 7 (2), pp.186-201. ⟨10.1080/17586801.2014.976165⟩ (2014)
|
|
BASE
|
|
Show details
|
|
15 |
Cognitive flexibility predicts early reading skills
|
|
|
|
In: EISSN: 1664-1078 ; Frontiers in Psychology ; https://hal.archives-ouvertes.fr/hal-01432478 ; Frontiers in Psychology, Frontiers, 2014, 5, ⟨10.3389/fpsyg.2014.00565⟩ (2014)
|
|
BASE
|
|
Show details
|
|
16 |
Cognitive flexibility predicts early reading skills
|
|
|
|
Abstract:
An important aspect of learning to read is efficiency in accessing different kinds of linguistic information (orthographic, phonological, and semantic) about written words. The present study investigates whether, in addition to the integrity of such linguistic skills, early progress in reading may require a degree of cognitive flexibility in order to manage the coordination of this information effectively. Our study will look for evidence of a link between flexibility and both word reading and passage reading comprehension, and examine whether any such link involves domain-general or reading-specific flexibility. As the only previous support for a predictive relationship between flexibility and early reading comes from studies of reading comprehension in the opaque English orthography, another possibility is that this relationship may be largely orthography-dependent, only coming into play when mappings between representations are complex and polyvalent. To investigate these questions, 60 second-graders learning to read the more transparent French orthography were presented with two multiple classification tasks involving reading-specific cognitive flexibility (based on words) and non-specific flexibility (based on pictures). Reading skills were assessed by word reading, pseudo-word decoding, and passage reading comprehension measures. Flexibility was found to contribute significant unique variance to passage reading comprehension even in the less opaque French orthography. More interestingly, the data also show that flexibility is critical in accounting for one of the core components of reading comprehension, namely, the reading of words in isolation. Finally, the results constrain the debate over whether flexibility has to be reading-specific to be critically involved in reading.
|
|
Keyword:
Psychology
|
|
URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4052802 http://www.ncbi.nlm.nih.gov/pubmed/24966842 https://doi.org/10.3389/fpsyg.2014.00565
|
|
BASE
|
|
Hide details
|
|
20 |
Lexical and sublexical orthographic interactions across languages in young learners of a L2
|
|
|
|
In: Seventeenth Annual Meeting Society for the Scientific Study of Reading ; https://hal.archives-ouvertes.fr/hal-00907208 ; Seventeenth Annual Meeting Society for the Scientific Study of Reading, Jul 2010, Berlin, Germany (2010)
|
|
BASE
|
|
Show details
|
|
|
|