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Outcome at 7 years of children diagnosed with autism at age 2: predictive validity of assessments conducted at 2 and 3 years of age and pattern of symptom change over time
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In: JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY , 46 (5) pp. 500-513. (2005) (2005)
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| 182 |
Cancer incidence among children in France, 1990-1999.
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In: ISSN: 1545-5009 ; EISSN: 1545-5017 ; Pediatric Blood and Cancer ; https://www.hal.inserm.fr/inserm-00264777 ; Pediatric Blood and Cancer, Wiley, 2004, 43 (7), pp.749-57. ⟨10.1002/pbc.20148⟩ (2004)
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Computerized neuropsychiatric assessment of geriatric subjects by content analysis of brief samples of their speech.
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In: Computers, informatics, nursing : CIN, vol 22, iss 6 (2004)
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| 184 |
Computerized neuropsychiatric assessment of geriatric subjects by content analysis of brief samples of their speech.
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In: Computers, informatics, nursing : CIN, vol 22, iss 6 (2004)
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The development of early literacy skills among children with speech difficulties: a test of the "critical age hypothesis".
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2004)
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Children's early reading vocabulary: description and word frequency lists
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In: British Journal of Educational Psychology , 73 (4) pp. 585-598. (2003) (2003)
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Holistic processing of faces in preschool children and adults.
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In: Psychol Sci , 14 (6) pp. 618-622. (2003) (2003)
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Predicting treatment time with the Lidcombe Program: Replication and meta-analysis
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Matching and naming objects by shape or function: age and context effects in preschool children.
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In: Developmental psychology, vol 38, iss 4 (2002)
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Children with word-finding difficulties--prevalence, presentation and naming problems.
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Effects of hemispheric side of injury, age at injury, and presence of seizure disorder on functional ear and hand asymmetries in hemiplegic children.
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Expressiver Wortschatz: Vergleich zweier psychologischer Testverfahren bei Kindergartenkindern ... : Expressive Vocabulary: a Comparison of two Psychological Tests for Kindergarden Children ...
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| 193 |
Expressiver Wortschatz: Vergleich zweier psychologischer Testverfahren bei Kindergartenkindern ; Expressive Vocabulary: a Comparison of two Psychological Tests for Kindergarden Children
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In: Praxis der Kinderpsychologie und Kinderpsychiatrie 44 (1995) 2, S. 44-47 (1995)
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Developmental implications of early-life otitis media.
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Estimating the incidence of cancers in Switzerland: 1983-1987.
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| 198 |
Learning to write letters: examination of student and letter factors.
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Abstract:
Learning to write the letters of the alphabet is an important part of learning how to write conventionally. In this study, we investigated critical factors in the development of letter-writing skills using exploratory item response models to simultaneously account for variance in responses due to differences between students and between letters. Letter-writing skills were assessed in 415 preschool children aged 3 to 5 years. At the student level, we examined the contribution of letter-name knowledge, letter-sound knowledge, and phonological awareness to letter-writing skills. At the letter level, we examined seven intrinsic and extrinsic factors in understanding how preschool children learn to write alphabet letters: first letter of name, letters in name, letter order, textual frequency, number of strokes, symmetry, and letter type. Results indicated that variation in letter-writing skills was accounted for more by differences between students rather than by differences between letters, with most of the variability accounted for by letter-name knowledge and age. Although significant, the contribution of letter-sound knowledge and phonological awareness was relatively small. Student-level mechanisms underlying the acquisition of letter-writing skills are similar to the mechanisms underlying the learning of letter sounds. However, letter characteristics, which appear to play a major role in the learning of letter names and letter sounds, did not appear to influence learning how to write letters in a substantial way. The exception was if the letter was in the child's name. ; Alphabet knowledge, Emergent writing, Letter writing, Multilevel models, Preschool, Writing ; P50 HD052120 ; This NIH-funded author manuscript originally appeared in PubMed Central at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5102622.
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Keyword:
Age Factors; Child; Female; Humans; Language; Learning; Male; Preschool; Writing
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URL: http://purl.flvc.org/fsu/fd/FSU_pmch_25181463
http://diginole.lib.fsu.edu/islandora/object/fsu%3A523444/datastream/TN/view/Learning%20to%20write%20letters.jpg
https://doi.org/10.1016/j.jecp.2014.07.009
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