Zobrazeno 1 - 10
of 35
pro vyhledávání: '"Kari-Anne B. Næss"'
Autor:
Silje Hokstad, Kari-Anne B. Næss
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
Externí odkaz:
https://doaj.org/article/bacbc109d4b04b2ba5221ccd2d990de3
Autor:
Silje Hokstad, Kari-Anne B. Næss
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
The main objective of this systematic review was to synthesize the evidence on the occurrence and characteristics of stuttering in individuals with Down syndrome and thus contribute knowledge about stuttering in this population. Group studies reporti
Externí odkaz:
https://doaj.org/article/801d211db75e4daebc3f56d40eb43d9e
Autor:
Marit M. Bredesen, Kari-Anne B. Næss
Publikováno v:
Education Sciences, Vol 13, Iss 10, p 1066 (2023)
Teacher questions asked during picture-book reading may stimulate the child’s practice of new vocabulary. However, there is great variation in children’s amount of verbal expression, and little knowledge exists about what level of openness in the
Externí odkaz:
https://doaj.org/article/89e2e9010f154b21b7599c786fbcabac
Publikováno v:
Education Sciences, Vol 11, Iss 10, p 638 (2021)
Students with disorders of intellectual development (ID) experience challenges in reading and writing, indicating the need for research-based interventions. This systematic review and meta-analysis investigated the effects of reading and writing inte
Externí odkaz:
https://doaj.org/article/82a84fa196e14f13b78b059b91cc0692
Publikováno v:
Brain Sciences, Vol 11, Iss 6, p 704 (2021)
The present study (a) addressed difficulties in speech fluency in children with Down syndrome and typically developing children at a similar non-verbal level and (b) examined the association between difficulties with speech fluency and language skill
Externí odkaz:
https://doaj.org/article/62a00247eacd4c608325ecae686c18ba
Publikováno v:
Brain Sciences, Vol 11, Iss 5, p 527 (2021)
Children with Down syndrome are at risk of reading difficulties. Reading skills are crucial for social and academic development, and thus, understanding the nature of reading in this clinical group is important. This longitudinal study investigated t
Externí odkaz:
https://doaj.org/article/e5b88715bd5b4751ad8d9ec429d6fb5a
Publikováno v:
Brain Sciences, Vol 11, Iss 3, p 312 (2021)
The purpose of this study was to examine potential differences in the predictors of expressive vocabulary development between children with Down syndrome and typically developing children to support preparation for intervention development. An age co
Externí odkaz:
https://doaj.org/article/844063c13a014823b87783dc1db1a16f
Autor:
Silje Hokstad, Kari-Anne B. Næss, J. Scott Yaruss, Karoline Hoff, Ane H. Melle, Arne Ola Lervåg
Publikováno v:
Journal of Speech, Language, and Hearing Research. 65:4133-4150
Purpose: The aims of this study were to investigate the occurrence of stuttering behavior across time and to evaluate the relationship between stuttering behavior and language ability in children with Down syndrome. Method: A national age cohort of N
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::2e62a1c9c92963d7378c05c321d18a03
https://doi.org/10.1044/2022_jslhr-21-00605
https://doi.org/10.1044/2022_jslhr-21-00605
Autor:
Charles Hulme, Anita Lopez-Pedersen, Ona Bø Wie, Riikka-Maija Mononen, Solveig-Alma Halaas Lyster, Bente Eriksen Hagtvet, Kari-Anne B. Næss, Jarl Kleppe Kristensen, Jan-Eric Gustafsson, Siri Steffensen Bratlie, Janne von Koss Torkildsen, Catherine E. Snow
Publikováno v:
Journal of Educational Psychology. 114:833-854
Morphemes, the smallest meaning-bearing units of language, recur in many words. Therefore, morphological knowledge can facilitate the comprehension of novel words. This study tested the effectiveness of a morphological training program on children’
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::cfb5aa56efe948cfadc40de691461e91
https://doi.org/10.1037/edu0000688
https://doi.org/10.1037/edu0000688
Publikováno v:
Remedial and special education
This study investigated the effect of the digital Down Syndrome LanguagePlus (DSL+) intervention on vocabulary outcomes through a school-delivered randomized controlled trial. A national sample of first graders with Down syndrome from 91 schools was
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4c395b9461de4fd3b9ce1a1e3638c4c5
https://doi.org/10.1177/07419325211058400
https://doi.org/10.1177/07419325211058400