Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Klaudia Krenca"'
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
This study examined overlap and correlates of poor reading comprehension in English and French for children in early French immersion. Poor comprehenders were identified in grade 3 in English and French using a regression method to predict reading co
Externí odkaz:
https://doaj.org/article/442fae9637b24257a6f24403bd1dfe9e
Publikováno v:
Scientific Studies of Reading. :1-18
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f6a6a8ebbd2fff97c87d83611da8edd7
https://doi.org/10.1080/10888438.2023.2196022
https://doi.org/10.1080/10888438.2023.2196022
Publikováno v:
Journal of Child Language, 50, 3, pp. 685-709
Journal of Child Language, 50, 685-709
Journal of Child Language, 50, 685-709
This longitudinal study investigated how lexical restructuring can stimulate emerging bilingual children’s phonological awareness in their first (L1) and second (L2) languages. Sixty-two English (L1) – French (L2) bilingual children (Mage = 75.7
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::baeff7193fab3a76ae8e45a2a37f0c8b
https://hdl.handle.net/2066/249254
https://hdl.handle.net/2066/249254
Publikováno v:
International Journal of Bilingualism. 24:968-983
Aims and objectives/purpose/research questions: We explored the advantage of bilingualism and the effect of linguistic proximity on the acquisition of determiner-noun agreement, an aspect of inflectional morphology, in a French immersion setting. To
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3ab366f15e1127ffb6e0443cf0a26db1
https://doi.org/10.1177/1367006920912011
https://doi.org/10.1177/1367006920912011
Publikováno v:
Annals of dyslexiaReferences.
Extensive research has demonstrated the importance of struggling reader identification in monolingual children Compton et al. (Journal of Educational Psychology, 102, 327-340, 2010). However, very few studies have explored identification of strugglin
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e9b87a62bd31be842f44963ed329ef87
https://pubmed.ncbi.nlm.nih.gov/35877060
https://pubmed.ncbi.nlm.nih.gov/35877060
Publikováno v:
Annals of Dyslexia. 70:27-42
The purpose of the present study was to examine the predictive value of a dynamic test of English and French lexical specificity on at-risk reading classification in 13 at-risk and 44 not at-risk emerging English (L1)-French (L2) bilingual Grade 1 ch
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::31791eec2499ef3cf87c399f514b76c2
https://doi.org/10.1007/s11881-019-00188-4
https://doi.org/10.1007/s11881-019-00188-4
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Frontiers in Psychology
Frontiers in Psychology
This study examined overlap and correlates of poor reading comprehension in English and French for children in early French immersion. Poor comprehenders were identified in grade 3 in English and French using a regression method to predict reading co
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f90173cdb1e8756990e6e59d0f6321cd
https://doi.org/10.3389/fpsyg.2020.00120
https://doi.org/10.3389/fpsyg.2020.00120
Publikováno v:
Reading and Writing, 33, 267-291
Reading and Writing, 33, 2, pp. 267-291
Reading and Writing, 33, 2, pp. 267-291
Contains fulltext : 216039.pdf (Publisher’s version ) (Closed access) The 1-year longitudinal study presented here examined the extent to which the ability to build phonologically specific lexical entries as a result of increasing vocabulary size p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::91866db269d92ceaeefe559a2f3fcae2
http://hdl.handle.net/2066/216039
http://hdl.handle.net/2066/216039
Publikováno v:
Writing Systems Research
Writing Systems Research, Taylor & Francis (Routledge), 2019, 11 (1), pp.1-11. ⟨10.1080/17586801.2019.1625478⟩
Writing Systems Research, Taylor & Francis (Routledge), 2019, 11 (1), pp.1-11. ⟨10.1080/17586801.2019.1625478⟩
SJR 2019 Q2; The self-teaching hypothesis (Share [1995]. Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151–218) proposes that readers acquire word-specific orthographic representations during independe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3ffda24f02186c10b17809df49d67dbc
https://hal.archives-ouvertes.fr/hal-02938484
https://hal.archives-ouvertes.fr/hal-02938484