Zobrazeno 1 - 10
of 186
pro vyhledávání: '"Jacqueline Leybaert"'
Autor:
Cora Jirschik Caron, Coriandre Vilain, Jean-Luc Schwartz, Clémence Bayard, Axelle Calcus, Jacqueline Leybaert, Cécile Colin
Publikováno v:
Brain Sciences, Vol 13, Iss 7, p 1036 (2023)
Cued Speech (CS) is a communication system that uses manual gestures to facilitate lipreading. In this study, we investigated how CS information interacts with natural speech using Event-Related Potential (ERP) analyses in French-speaking, typically
Externí odkaz:
https://doaj.org/article/c271f915e2b741b99c0b7d36e9e57830
This is an essential/must-have resource for anyone who is interested in natural language acquisition, the development of reading, and academic achievement of deaf and hard of hearing children. It is a compilation of research and practical application
Autor:
Florian Destoky, Julie Bertels, Maxime Niesen, Vincent Wens, Marc Vander Ghinst, Jacqueline Leybaert, Marie Lallier, Robin A A Ince, Joachim Gross, Xavier De Tiège, Mathieu Bourguignon
Publikováno v:
PLoS Biology, Vol 18, Iss 8, p e3000840 (2020)
Humans' propensity to acquire literacy relates to several factors, including the ability to understand speech in noise (SiN). Still, the nature of the relation between reading and SiN perception abilities remains poorly understood. Here, we dissect t
Externí odkaz:
https://doaj.org/article/0c7b545d334b4f6e8832ea28071dddbe
Autor:
Colin, Cora Jirschik Caron, Coriandre Vilain, Jean-Luc Schwartz, Clémence Bayard, Axelle Calcus, Jacqueline Leybaert, Cécile
Publikováno v:
Brain Sciences; Volume 13; Issue 7; Pages: 1036
Cued Speech (CS) is a communication system that uses manual gestures to facilitate lipreading. In this study, we investigated how CS information interacts with natural speech using Event-Related Potential (ERP) analyses in French-speaking, typically
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=multidiscipl::94004f750b91bc1a7a7dfcd10af34c61
Publikováno v:
Aula, Vol 20, Iss 0, Pp 65-81 (2015)
La lengua escrita está basada en la fonología. Las letras representan con mayor o menor fidelidad a los fonemas y este hecho es fundamental para apren der a leer, como demuestran los actuales modelos teóricos de lectura. En el caso de las personas
Externí odkaz:
https://doaj.org/article/1cbebb639637416794fd7570dcb5459e
Publikováno v:
Ilha do Desterro, Vol 0, Iss 21, Pp 011-042 (2008)
Reading is a highly complex, flexible and sophisticated cognitive activity, and word recognition constitutes only a small and limited part of the whole process. It seems however that for various reasons, word recognition is worth studying separately
Externí odkaz:
https://doaj.org/article/5ace311338a64aa2a908057575c58c1a
Autor:
Mikhail Kissine, Julie Cano-Chervel, Sophie Carlier, Philippe De Brabanter, Lesley Ducenne, Marie-Charlotte Pairon, Nicolas Deconinck, Véronique Delvenne, Jacqueline Leybaert
Publikováno v:
PLoS ONE, Vol 10, Iss 11, p e0142191 (2015)
Children with Autism Spectrum Disorder are often said to present a global pragmatic impairment. However, there is some observational evidence that context-based comprehension of indirect requests may be preserved in autism. In order to provide experi
Externí odkaz:
https://doaj.org/article/9702b8c56fdf454895a2f99b3c7b97ca
Publikováno v:
European early childhood education research journal, 27 (6
Narrative skills are highly predictive of linguistic development as well as future school performances. Yet, children with low socio-economic status (SES) background present specific difficulties for these skills. Interactive reading sessions could h
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::62178b62614f1de772d1fa12e4ffaf4f
https://doi.org/10.1080/1350293x.2019.1678924
https://doi.org/10.1080/1350293x.2019.1678924
Publikováno v:
Scientific Studies of Reading. 23:494-508
This study aims to compare word spelling outcomes for French-speaking deaf children with a cochlear implant (CI) with hearing children who matched for age, level of education and gender. A ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0f9237eedd5d2a17488132128f81f625
https://doi.org/10.1080/10888438.2019.1613407
https://doi.org/10.1080/10888438.2019.1613407
Publikováno v:
PLoS ONE, Vol 9, Iss 3, p e91839 (2014)
An ongoing debate in research on numerical cognition concerns the extent to which the approximate number system and symbolic number knowledge influence each other during development. The current study aims at establishing the direction of the develop
Externí odkaz:
https://doaj.org/article/48f252a5a0d34a978563fb7535b9d0aa