Zobrazeno 1 - 10
of 53
pro vyhledávání: '"Maja Roch"'
Publikováno v:
Education Sciences, Vol 13, Iss 8, p 780 (2023)
Vocabulary is the key component of listening narrative comprehension, but its contribution has been scarcely investigated in bilingual children. This study aimed to examine (a) listening narrative comprehension and receptive vocabulary in L1 (Italian
Externí odkaz:
https://doaj.org/article/e15f88264d5b4164bd6dbd287a1106f8
Publikováno v:
Education Sciences, Vol 13, Iss 7, p 651 (2023)
Executive functions and social cognition (i.e., the mental operations that underlie social interaction) are essential for children’s successful interactions, yet their role in peer social competence among children with and without a migration backg
Externí odkaz:
https://doaj.org/article/46978cdf57fc45f897370800b6f46db3
Distance Learning Effects Among Italian Children and Parents During COVID-19 Related School Lockdown
Publikováno v:
Frontiers in Psychiatry, Vol 12 (2021)
Background: During the COVID-19 pandemic, both children and their parents experienced consequences related to distance learning (DL). However, positive and negative effects have varied greatly among families, and the specific factors explaining these
Externí odkaz:
https://doaj.org/article/c3bef17d1239417790c9ab062c417f6b
Autor:
Emanuela Sanfelici, Maja Roch
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
This paper investigates the bilingualism originating from the native competence of a standard language (Italian) and a vernacular non-standardized local dialect (henceforth, bilectalism). We report results on the comprehension and production of narra
Externí odkaz:
https://doaj.org/article/ee355c4e8d5b43caba5115ab9ea48c25
Publikováno v:
Children, Vol 9, Iss 8, p 1149 (2022)
Many children are at risk for reading difficulties because of inadequate emergent literacy skills. It is widely accepted that development of emergent literacy skills is strictly related to children’s early literacy experiences at home and school. D
Externí odkaz:
https://doaj.org/article/754fcf703cbd427599994601f6a38904
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
Analyzing navigational abilities and related aspects in individuals with Down syndrome (DS) is of considerable interest because of its relevance to everyday life. This study investigates path learning, the conditions favoring it, and the cognitive ab
Externí odkaz:
https://doaj.org/article/7730f1526c7347739669fc5a0b8e3b15
Publikováno v:
Frontiers in Psychology, Vol 11 (2020)
Emotion recognition from facial expressions and words conveying emotions is considered crucial for the development of interpersonal relations (Pochon and Declercq, 2013). Although Down syndrome (DS) has received growing attention in the last two deca
Externí odkaz:
https://doaj.org/article/b19bdeb61b424b1889cf12b8d79b6487
Autor:
Raffaele Dicataldo, Maja Roch
Publikováno v:
Children, Vol 8, Iss 8, p 636 (2021)
Listening narrative comprehension, according to the theoretical framework of the multicomponent model for comprehension, involves numerous skills that interact dynamically between each other and have the potential to give rise to individual differenc
Externí odkaz:
https://doaj.org/article/e8aab42735e24ba2aaa4030f73a4067d
Publikováno v:
Brain Sciences, Vol 11, Iss 7, p 828 (2021)
Reading for meaning is one of the most important activities in school and everyday life. The simple view of reading (SVR) has been used as a framework for studies of reading comprehension in individuals with Down syndrome (DS). These tend to show dif
Externí odkaz:
https://doaj.org/article/5c85b107e99344deb54829b46dfd4f4b
Publikováno v:
Education Sciences; Volume 13; Issue 7; Pages: 651
Executive functions and social cognition (i.e., the mental operations that underlie social interaction) are essential for children’s successful interactions, yet their role in peer social competence among children with and without a migration backg
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=multidiscipl::6104039b3cc94348c074ca38556eaf6c