Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Palladino, Paola"'
Autor:
Palladino, Paola, Cismondo, Dhebora, Ferrari, Marcella, Ballagamba, Isabella, Cornoldi, Cesare
Publikováno v:
Dyslexia (Chichester, England). 22(2)
The present study aimed to investigate L2 spelling skills in Italian children by administering an English word dictation task to 13 children with dyslexia (CD), 13 control children (comparable in age, gender, schooling and IQ) and a group of 10 child
Publikováno v:
ANAE-Approche Neuropsychologique des Apprentissages Chez L'enfant
ANAE-Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2010, 107-108, pp.1-8
ANAE-Approche Neuropsychologique des Apprentissages Chez L'enfant, ANAE/PLEIOMEDIA, 2010, 107-108, pp.1-8
The paper discussed the hypothesis suggesting that the impairment in working memory observed in children at risk of Learning Disabilities (LD) is referable to a lack of control of interfering information being processed whilst carrying out the memory
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::71696c442729b2dbd7dd1a6c63506ba5
https://halshs.archives-ouvertes.fr/halshs-01010212
https://halshs.archives-ouvertes.fr/halshs-01010212
Autor:
Paola Bonifacci, Ida Carmen Ferrara, Jessica Pedrinazzi, Francesco Terracina, Paola Palladino
Publikováno v:
Brain Sciences; Volume 12; Issue 5; Pages: 563
Bilingualism and socio-economic status (SES) differentially affect linguistic and cognitive development. However, less evidence has been collected regarding their impact on literacy trajectories. The present longitudinal study evaluated the literacy
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a3e68cf353b99db2aef7a6321bc2ebec
https://hdl.handle.net/11585/895341
https://hdl.handle.net/11585/895341
Autor:
Paola Bonifacci, Jessica Pedrinazzi, Francesco Terracina, Giuseppina Lombardo, Paola Palladino
This study compared language minority bilingual (LMB) second graders with two groups of monolingual peers (with comparable low SES or with high SES) in a set of literacy skills (reading fluency, spelling, reading and oral comprehension) tested in the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::ec1132c42f2f8a9fd3f4658c8989bc4d
http://hdl.handle.net/11585/736960
http://hdl.handle.net/11585/736960
Autor:
Kaisa Kanerva
Publikováno v:
University of Helsinki
Working memory (WM), a limited cognitive storing and processing mechanism for information, explains individual differences in scholastic learning and, more generally, complex cognition. One dominant view explaining these relationships proposes that v
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::cafdee96a56fe5e43f284655ddd0fe9e
http://hdl.handle.net/10138/305525
http://hdl.handle.net/10138/305525