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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1...105 106 107 108 109 Hits 2.161 – 2.176 of 2.176 2161 Adaptive Non-negative Matrix Factorization in a Computational Model of Language Acquisition Joris Driesen; Louis Ten Bosch; Hugo Van Hamme BASE Show details 2162 DESCRIPTORS Attachment Behavior: *Child Caregivers: *Competence: In: http://files.eric.ed.gov/fulltext/ED206394.pdf BASE Show details 2163 The determinants of response to phonological awareness training Johnson-Davis, Charlotte. - : Florida State University Libraries BASE Show details 2164 Exposure to reading and motivation to read as mediators of the relationship between socioeconomic status and reading comprehension skills in adolescents: A multi-national investigation. Vagi, Kevin J.; Florida Atlantic University. BASE Show details 2165 A model for reading comprehension Salazar Melendez, Clara Enriqueta.; Florida State University BASE Show details 2166 The development of adaptive symbolic problem-solving in children between the ages of two-and-a-half and three years McMullen, Mary Benson.; Florida State University BASE Show details 2167 Predictors of Reading Comprehension: A Model-Based Meta-analytic Review Taylor, Jeanette E. (committee member); College of Arts and Sciences (degree granting college); Florida State University (degree granting institution). - : Florida State University BASE Show details 2168 The determinants of response to phonological awareness training Johnson-Davis, Charlotte. - : Florida State University Libraries Abstract: The research literature has established a solid link between early development of phonological awareness and subsequent development of beginning reading skills. In addition to the empirical data obtained from longitudinal-correlational studies, training studies have indicated that the relationship is a causal one. The training studies have reported that it is possible to increase phonological awareness skills through training and that the training has an effect on subsequent acquisition of beginning reading skills. Few studies, however, have reported individual differences in response to phonological awareness training. The purpose of the present investigation was to determine which child characteristics would predict response to a twelve-week phonological awareness training program. One hundred kindergarten children participated in the study. Sixty children received phonological awareness training, while forty children served as a no-treatment control group. An analysis of covariance verified that the training had an effect on the children's phonological awareness skills. Once group-level differences were obtained, correlates of growth were examined by analyzing individual growth curves with hierarchical linear models. The best predictor of growth in both segmenting and blending was performance on the nonword spelling measure prior to training. The best model for predicting growth in segmenting included nonword spelling and general verbal ability, while the best model for blending included nonword spelling and rapid serial naming of digits. These latter variables accounted for essentially all of the reliable growth in blending skills, while the predictive model for segmenting left a significant proportion of the variance in growth unexplained. ; Source: Dissertation Abstracts International, Volume: 55-02, Section: A, page: 0246. ; Major Professor: Joseph K. Torgesen. ; Thesis (Ph.D.)--The Florida State University, 1993. ; The research literature has established a solid link between early development of phonological awareness and subsequent development of beginning reading skills. In addition to the empirical data obtained from longitudinal-correlational studies, training studies have indicated that the relationship is a causal one. The training studies have reported that it is possible to increase phonological awareness skills through training and that the training has an effect on subsequent acquisition of beginning reading skills. Few studies, however, have reported individual differences in response to phonological awareness training. The purpose of the present investigation was to determine which child characteristics would predict response to a twelve-week phonological awareness training program. One hundred kindergarten children participated in the study. Sixty children received phonological awareness training, while forty children served as a no-treatment control group. An analysis of covariance verified that the training had an effect on the children's phonological awareness skills. Once group-level differences were obtained, correlates of growth were examined by analyzing individual growth curves with hierarchical linear models. The best predictor of growth in both segmenting and blending was performance on the nonword spelling measure prior to training. The best model for predicting growth in segmenting included nonword spelling and general verbal ability, while the best model for blending included nonword spelling and rapid serial naming of digits. These latter variables accounted for essentially all of the reliable growth in blending skills, while the predictive model for segmenting left a significant proportion of the variance in growth unexplained. Keyword: Developmental; Education; Educational Psychology; Language and Literature; Psychology URL: http://diginole.lib.fsu.edu/islandora/object/fsu%3A68513/datastream/TN/view/The%20determinants%20of%20response%20to%20phonological%20awareness%20training.jpg http://purl.flvc.org/fcla/dt/119701 BASE Hide details 2169 Assessing the Importance of Metalinguistic Skills to the Word Reading and Reading Comprehension Abilities of Adult Basic Education Students Tighe, Elizabeth L. (authoraut); Schatschneider, Christopher (professor directing dissertation); Kim, Young-Suk, 1970- (university representative). - : Florida State University BASE Show details 2170 The determinants of response to phonological awareness training Johnson-Davis, Charlotte.; Florida State University BASE Show details 2171 A longitudinal study of phonological and orthographic knowledge and processing abilities: Their causal roles in reading acquisition Stage, Scott Andrew.; Florida State University BASE Show details 2172 Psychometric characteristics of a phonological processing battery Laughon, Pamela.; Florida State University BASE Show details 2173 INVESTIGATING THE RELATIONSHIP BETWEEN CREATIVITY AND COMMUNICATIVE COMPETENCE STRATEGIES AMONG BILINGUAL AND BIDIALECTAL ADOLESCENTS (TESOL) HEATH, INEZ AVALOS.; Florida State University BASE Show details 2174 Language Minority Children’s Sensitivity to the Semantic Relations Between Words Goodrich, John Marc (authoraut); Lonigan, Christopher J. (professor directing dissertation); Wood, Carla (university representative). - : Florida State University BASE Show details 2175 The Systems Approach in Developmental Psychology: Fundamental Concepts and Principles ; Visão Sistêmica na Psicologia do Desenvolvimento: Conceitos e Princípios Fundamentais Tinajero Vacas, Carolina; Páramo Fernández, María Fernanda. - : Universidade de Brasília BASE Show details 2176 Effects of Traditional Versus Montessori Schooling on 4‐ to 15‐Year Old children's Performance Monitoring Denervaud, Solange; Knebel, Jean-François; Immordino-Yang, Mary Helen... In: Mind, Brain, and Education BASE Show details Page: 1...105 106 107 108 109

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