Zobrazeno 1 - 10
of 77
pro vyhledávání: '"Arne Lervåg"'
Autor:
Magdalena Elnes, Joakim Evensen Hansen, Arne Lervåg, Ove Edvard Hatlevik, Elin Kirsti Lie Reikerås
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
This study examines the dimensionality of and relationships between two subscales from the British Ability Scales – Third Edition, measuring verbal (expressive vocabulary) and non-verbal (reasoning) cognitive skills for toddlers (age three) and pre
Externí odkaz:
https://doaj.org/article/d379ba40bf174f09b53b28af46f434d4
Autor:
Enrica Donolato, Enrico Toffalini, Kristin Rogde, Anders Nordahl‐Hansen, Arne Lervåg, Courtenay Norbury, Monica Melby‐Lervåg
Publikováno v:
Campbell Systematic Reviews, Vol 19, Iss 4, Pp n/a-n/a (2023)
Abstract Background Young people who fail to develop language as expected face significant challenges in all aspects of life. Unfortunately, language disorders are common, either as a distinct condition (e.g., Developmental Language Disorder) or as a
Externí odkaz:
https://doaj.org/article/3c1dff46455b46f68e873809a29a64ea
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
Externí odkaz:
https://doaj.org/article/d82057ad65724d90ba4405c57ac9e5e2
Publikováno v:
Frontiers in Psychology, Vol 13 (2022)
IntroductionThis study examined the structural validity of the teacher-report Strength and Difficulties Questionnaire (SDQ) in Norwegian preschoolers aged 3–6 years. We tested the original five-factor structure, the five-factor structure with two b
Externí odkaz:
https://doaj.org/article/b8d69522a707423793a319a26aef965a
Publikováno v:
Nordic Journal of Literacy Research, Vol 7, Iss 2, Pp 1-18 (2021)
Whether the effects of an oral-language intervention is tested with measures of trained vocabulary (treatment-inherent tests) or standardized measures (treatment-independent tests) can have consequences for the mean effect size in meta-analyses. More
Externí odkaz:
https://doaj.org/article/6222ec3d9fa94f6aa15edbb6cf7eafed
Publikováno v:
Frontiers in Human Neuroscience, Vol 14 (2021)
There is a relationship between reading and math skills, as well as comorbidity between reading and math disorders. A mutual foundation for this comorbidity could be that the quality of phonological representations is important for both early reading
Externí odkaz:
https://doaj.org/article/46a846e6ef9849baba014856e99d5e8c
Publikováno v:
Campbell Systematic Reviews, Vol 15, Iss 4, Pp n/a-n/a (2019)
Externí odkaz:
https://doaj.org/article/e6f145043b7944db8631afb31abb2cbd
Autor:
Anders Nordahl‐Hansen, Enrica Donolato, Arne Lervåg, Courtenay Frazier Norbury, Monica Melby‐Lervåg
Publikováno v:
Campbell Systematic Reviews, Vol 15, Iss 4, Pp n/a-n/a (2019)
Externí odkaz:
https://doaj.org/article/90d35e5a26de4c1686cacb08083aa29b
Autor:
Stephanie A. Malone, Verena E. Pritchard, Michelle Heron-Delaney, Kelly Burgoyne, Arne Lervåg, Charles Hulme
Publikováno v:
Data in Brief, Vol 25, Iss , Pp - (2019)
Participants consisted of 496 children (mean age = 6 years; 9 months) recruited from 11 schools in Brisbane, Australia. Children were assessed on the addition and subtraction subtests of the Test of Basic Arithmetic and Number Skills (TOBANS), an ada
Externí odkaz:
https://doaj.org/article/773e744b7ea74d65b85cc88348d7d384
Publikováno v:
Campbell Systematic Reviews, Vol 12, Iss 1, Pp 1-50 (2016)
Externí odkaz:
https://doaj.org/article/e965873539d14891a90131eef1854ccc