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Risk factor model, in which environmental risk for language impairment is indexed by auditory deficit, and genetic risk is indexed by a deficit in phonological STM ...
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Risk factor model, in which environmental risk for language impairment is indexed by auditory deficit, and genetic risk is indexed by a deficit in phonological STM ...
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Genetic and environmental influences on Chinese language and reading abilities
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The role of self-teaching in learning orthographic and semantic aspects of new words
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Abstract:
This study explores how children learn the meaning (semantics) and spelling patterns(orthography) of novel words encountered in story context. English-speaking children (N = 88) aged 7 to 8 years read 8 stories and each story contained 1 novel word repeated 4 times. Semantic cues were provided by the story context such that children could infer the meaning of the word (specific context) or the category that the word belonged to (general context). Following story reading, posttests indicated that children showed reliable semantic and orthographic learning. Decoding was the strongest predictor of orthographic learning, indicating that self-teaching via phonological recoding was important for this aspect of word learning. In contrast, oral vocabulary emerged as the strongest predictor of semantic learning.
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URL: https://eprints.soton.ac.uk/181471/
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Genetic and Environmental Influences on Chinese Language and Reading Abilities
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The role of self-teaching in learning orthographic and semantic aspects of new words
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Assessment of cerebral lateralization in children using functional transcranial Doppler ultrasound (fTCD)
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Mismatch response to polysyllabic nonwords: a neurophysiological signature of language learning capacity
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Children who read words accurately despite language impairment: who are they and how do they do it?
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Children Who Read Words Accurately Despite Language Impairment: Who Are They and How Do They Do It?
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