Zobrazeno 1 - 10
of 48
pro vyhledávání: '"Jessie Ricketts"'
Publikováno v:
npj Science of Learning, Vol 8, Iss 1, Pp 1-6 (2023)
Abstract What affects moment-to-moment motivation to read? Existing reading motivation questionnaires are trait-based and not well suited to capturing the dynamic, situational influences of text or social context. Drawing on the decision science lite
Externí odkaz:
https://doaj.org/article/ab8d6a0bc6574139bb6b16665c0d36ee
Autor:
Catherine Coales, Natalie Heaney, Jessie Ricketts, Julie E Dockrell, Geoff Lindsay, Olympia Palikara, Tony Charman
Publikováno v:
Autism and Developmental Language Impairments, Vol 4 (2019)
Background and aims There is a paucity of literature investigating health-related quality of life in neurodevelopmental populations including children with developmental language disorders and children with autism spectrum disorder. Health-related qu
Externí odkaz:
https://doaj.org/article/491066dd41114233a900f62269f86cb2
Publikováno v:
Frontiers in Education, Vol 4 (2019)
A central conceptual change in the Warnock report, the first type report of a UK government committee on the education of children and young people with all types of special educational needs (Department for Education and Science, 1978), was the shif
Externí odkaz:
https://doaj.org/article/09e315bba30e4535a2a91ed3f50fe444
Publikováno v:
Cortex. 159:142-166
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::86995a266a31aa257e02a0c02d37856c
https://doi.org/10.1016/j.cortex.2022.10.013
https://doi.org/10.1016/j.cortex.2022.10.013
Publikováno v:
Journal of Experimental Psychology: Learning, Memory, and Cognition. 49:78-97
Two recent computational models of reading development propose that irregular words are read using a combination of decoding and lexical knowledge but differ in assumptions about how these sources of information interact, and about the relative impor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::de4c3868bfa63f717d0a8aabb6215612
https://doi.org/10.1037/xlm0001070
https://doi.org/10.1037/xlm0001070
Publikováno v:
Journal of Research in Reading. 45:253-257
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::de5afa37b5a4ebb5dad7c31d953f8588
https://doi.org/10.1111/1467-9817.12408
https://doi.org/10.1111/1467-9817.12408
Publikováno v:
Scientific Studies of Reading. 26:514-526
Purpose We investigated the roles of leisure reading and word reading ability in vocabulary and reading comprehension development in 598 adolescents at ages 10, 11, and 12 (285 girls, 313 boys). Method Structural equation modeling was used to test wh
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::28129e35b795822f698364ae961b8427
https://doi.org/10.1080/10888438.2022.2068418
https://doi.org/10.1080/10888438.2022.2068418
Autor:
Rouzana Komesidou, Melissa J. Feller, Julie A. Wolter, Jessie Ricketts, Mary G. Rasner, Coille A. Putman, Tiffany P. Hogan
Publikováno v:
Journal of Research in Reading. 45:277-298
Developmental language disorder (DLD) and dyslexia are common but under-identified conditions that affect children's ability to read and comprehend text. Universal screening is a promising solution for improving under-identification of DLD and dyslex
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::facc47af10dca1752a438e051e23b3b9
https://doi.org/10.1111/1467-9817.12381
https://doi.org/10.1111/1467-9817.12381
Purpose. A decision tree was developed to support secondary school settings in identifying reading needs and aligning these needs with appropriate support and interventions. The purpose of this narrative review is to track the development of this too
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2385a1c7210659e7f86eddcdfed88229
https://doi.org/10.31219/osf.io/tm5cg
https://doi.org/10.31219/osf.io/tm5cg
Publikováno v:
Child developmentREFERENCES. 94(1)
We examined the relation between socioeconomic status (SES), vocabulary, and reading in middle childhood, during the transition from primary (elementary) to secondary (high) school. Children (N = 279, 163 girls) completed assessments of everyday and
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2e1d4ac6bbc81c378081a63827092774
https://pubmed.ncbi.nlm.nih.gov/36214376
https://pubmed.ncbi.nlm.nih.gov/36214376