Zobrazeno 1 - 7
of 7
pro vyhledávání: '"Jonna Salminen"'
Autor:
Jonna Salminen, Lynn S. Fuchs, Tuire Koponen, Riikka Heikkilä, Mikko Aro, Douglas Fuchs, Kenneth Eklund
Publikováno v:
Child Development. 91:1063-1080
This study examines the core predictors of the covariance in reading and arithmetic fluency and the domain-general cognitive skills that explain the core predictors and covariance. Seven-year-old Finnish children (N = 200) were assessed on rapid auto
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::01a628da8a604a3e00fd5416e3b2c3a6
https://doi.org/10.1111/cdev.13287
https://doi.org/10.1111/cdev.13287
Publikováno v:
Mathematical Thinking and Learning. 17:273-295
Weaknesses in early number skills have been found to be a risk factor for later difficulties in mathematical performance. Nevertheless, only a few intervention studies with young children have been published. In this study, the responsiveness to earl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a935a22aa45192e2e9a18074bfcf3a8f
https://doi.org/10.1080/10986065.2015.1083837
https://doi.org/10.1080/10986065.2015.1083837
Publikováno v:
Learning and Individual Differences. 43:124-131
We examined the effects of short, intensive computerized intervention in early number skills for kindergarteners with poor addition skills (below 1.5 SD ). The mathematical content of the software was hierarchically organized, starting from one-to-on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7344ca273d22530bcbb1aea4edfe4cfc
https://doi.org/10.1016/j.lindif.2015.09.002
https://doi.org/10.1016/j.lindif.2015.09.002
Publikováno v:
Cognitive Development. 24:450-472
We present results of a computer-assisted intervention (CAI) study on number skills in kindergarten children. Children with low numeracy skill (n = 30) were randomly allocated to two treatment groups. The first group played a computer game (The Numbe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c81f5e7a72cf7615d2acb09ad2f4d41
https://doi.org/10.1016/j.cogdev.2009.09.003
https://doi.org/10.1016/j.cogdev.2009.09.003
Autor:
Jonna Salminen, M. Kuisma, M. Laiho, Teuvo Määttä, A. Tennilä, Pekka Räsänen, K. Porthan, E. Rantanen, J. Boyd
Publikováno v:
The Journal of Emergency Medicine. 46:303
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7af05ff672708a9cf5b107de92d26b4d
https://doi.org/10.1016/j.jemermed.2013.11.064
https://doi.org/10.1016/j.jemermed.2013.11.064
Autor:
Koponen, Tuire1 (AUTHOR) tuire.k.koponen@jyu.fi, Eklund, Kenneth1 (AUTHOR), Heikkilä, Riikka1 (AUTHOR), Salminen, Jonna1 (AUTHOR), Fuchs, Lynn2 (AUTHOR), Fuchs, Douglas2 (AUTHOR), Aro, Mikko1 (AUTHOR)
Publikováno v:
Child Development. Jul/Aug2020, Vol. 91 Issue 4, p1063-1080. 18p. 2 Diagrams, 2 Charts.
Publikováno v:
Mathematical Thinking & Learning; Oct-Dec2015, Vol. 17 Issue 4, p273-295, 23p