Zobrazeno 1 - 10
of 13
pro vyhledávání: '"Arlette Verhaeghe"'
Publikováno v:
Behavioral Sciences, Vol 14, Iss 5, p 396 (2024)
Phonological processing skills, such as phonological awareness, are known predictors of reading acquisition in alphabetic languages with varying degrees of orthographic complexity. However, the role of multi-letter-sound knowledge, an important found
Externí odkaz:
https://doaj.org/article/bfbf2cfa2ce645b69bd0e86cb2313830
Autor:
Régine Kolinsky, Arlette Verhaeghe
Publikováno v:
Revista Linguística, Vol 7, Iss 2 (2015)
In our former work (Kolinsky, Verhaeghe, Fernandes, Mengarda, Grimm-Cabral, & Morais, 2011), we showed that adults who remained illiterate for socio-economic reasons have difficulties at processing lateral mirror images. This probably reflects the fa
Externí odkaz:
https://doaj.org/article/958adaeea6ff4cd0b657e51a7ef00265
Lexical and sublexical orthographic knowledge: relationships in an orthography of intermediate depth
Publikováno v:
Reading and Writing. 33:2459-2479
It is widely accepted that orthographic knowledge comprises two components: word-specific orthographic knowledge, also termed lexical orthographic knowledge, and general orthographic knowledge, or sublexical orthographic knowledge. Until now, the stu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4a7a9ab1b0a3783ec8e5930c7915132d
https://doi.org/10.1007/s11145-020-10052-2
https://doi.org/10.1007/s11145-020-10052-2
Publikováno v:
The Spanish Journal of Psychology. 24
Orthographic knowledge is an important contributor to reading and spelling. However, empirical research is unclear about its long-lasting influence along with literacy development. We examined whether reading and spelling benefitted from an independe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::416fafeae94b08de8520b152bf8cc693
https://doi.org/10.1017/sjp.2021.3
https://doi.org/10.1017/sjp.2021.3
Publikováno v:
Journal of Research in Reading. 41:S102-S129
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e951312077d3f5e2845b30f92513ae9d
https://doi.org/10.1111/1467-9817.12248
https://doi.org/10.1111/1467-9817.12248
Autor:
Régine Kolinsky, Arlette Verhaeghe
Publikováno v:
Journal of Cultural Cognitive Science. 1:57-64
The present study examined whether a beneficial effect on enantiomorphy (namely, the ability to discriminate lateral mirror images) can be gained by practicing extra-curricular activities that require making mirror-image discrimination on non-symboli
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::905bbedbaa116ef761f685ee26250f09
https://doi.org/10.1007/s41809-017-0007-1
https://doi.org/10.1007/s41809-017-0007-1
Publikováno v:
Reading and Writing. 30:1987-2007
This study investigated direct and indirect effects between oral reading fluency, vocabulary and reading comprehension across reading development in European Portuguese. Participants were 329 children attending basic education, from grade 1 to grade
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9ffd87a61191915028f506d00e49b4fa
https://doi.org/10.1007/s11145-017-9763-z
https://doi.org/10.1007/s11145-017-9763-z
Autor:
Jose Morais, Tânia Fernandes, Loni Grimm-Cabral, Arlette Verhaeghe, Régine Kolinsky, Elias José Mengarda
Publikováno v:
Repositório Científico de Acesso Aberto de Portugal
Repositório Científico de Acesso Aberto de Portugal (RCAAP)
instacron:RCAAP
Repositório Científico de Acesso Aberto de Portugal (RCAAP)
instacron:RCAAP
To examine whether enantiomorphy (i.e., the ability to discriminate lateral mirror images) is influenced by the acquisition of a written system that incorporates mirrored letters (e.g., b and d), unschooled illiterate adults were compared with people
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3aa6e1e24ac21a9617eb4c634e716549
https://doi.org/10.1037/a0022168
https://doi.org/10.1037/a0022168
Autor:
Arlette Verhaeghe, Luz Cary
Publikováno v:
Reading and Writing. 6:251-278
Two longitudinal studies following the design used by Lundberg et al's (1988) aimed at examining the effects of different metaphonological training programs on phonemic analysis ability acquisition among kindergartners (mean age: 5 years 5 months in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b43c67b9268a31c94bc2e3b47765c22
https://doi.org/10.1007/bf01027085
https://doi.org/10.1007/bf01027085
Publikováno v:
Revista Portuguesa de Psicologia. 28:163-204
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::688c0dbb99a783a002fa845eb45500ad
https://doi.org/10.21631/rpp28_163
https://doi.org/10.21631/rpp28_163