Zobrazeno 1 - 10
of 179
pro vyhledávání: '"Monica Melby‐Lervåg"'
Autor:
Enrica Donolato, Enrico Toffalini, Kristin Rogde, Anders Nordahl‐Hansen, Arne Lervåg, Courtenay Norbury, Monica Melby‐Lervåg
Publikováno v:
Campbell Systematic Reviews, Vol 19, Iss 4, Pp n/a-n/a (2023)
Abstract Background Young people who fail to develop language as expected face significant challenges in all aspects of life. Unfortunately, language disorders are common, either as a distinct condition (e.g., Developmental Language Disorder) or as a
Externí odkaz:
https://doaj.org/article/3c1dff46455b46f68e873809a29a64ea
Publikováno v:
Nordic Journal of Literacy Research, Vol 7, Iss 2, Pp 1-18 (2021)
Whether the effects of an oral-language intervention is tested with measures of trained vocabulary (treatment-inherent tests) or standardized measures (treatment-independent tests) can have consequences for the mean effect size in meta-analyses. More
Externí odkaz:
https://doaj.org/article/6222ec3d9fa94f6aa15edbb6cf7eafed
Autor:
Monica Melby-Lervåg
Publikováno v:
Internasjonal Politikk, Vol 4, Iss 0, Pp 1-4 (2019)
Utdanningsforskning er et ungt forskningsfelt, og i likhet med andre felt som har kort forskningstradisjon bærer det preg av en del barnesykdommer. En slik barnesykdom er at det med jevne mellomrom kommer farsotter med et svakt forskningsfundament.
Externí odkaz:
https://doaj.org/article/aeadfb466c344656aecab1d301ae526a
Publikováno v:
Frontiers in Human Neuroscience, Vol 14 (2021)
There is a relationship between reading and math skills, as well as comorbidity between reading and math disorders. A mutual foundation for this comorbidity could be that the quality of phonological representations is important for both early reading
Externí odkaz:
https://doaj.org/article/46a846e6ef9849baba014856e99d5e8c
Publikováno v:
Campbell Systematic Reviews, Vol 15, Iss 4, Pp n/a-n/a (2019)
Externí odkaz:
https://doaj.org/article/e6f145043b7944db8631afb31abb2cbd
Autor:
Anders Nordahl‐Hansen, Enrica Donolato, Arne Lervåg, Courtenay Frazier Norbury, Monica Melby‐Lervåg
Publikováno v:
Campbell Systematic Reviews, Vol 15, Iss 4, Pp n/a-n/a (2019)
Externí odkaz:
https://doaj.org/article/90d35e5a26de4c1686cacb08083aa29b
Publikováno v:
Campbell Systematic Reviews, Vol 13, Iss 1, Pp 1-155 (2017)
This Campbell systematic review examines the relationships between skills in preschool and later reading comprehension. The review summarizes evidence from 64 longitudinal studies that have observed these relationships. Code‐related skills in presc
Externí odkaz:
https://doaj.org/article/25ac133049d448c99d0b5e611614dd11
Autor:
Arne Lervåg, Monica Melby‐Lervåg
Publikováno v:
The Science of Reading. :280-297
Publikováno v:
Campbell Systematic Reviews, Vol 12, Iss 1, Pp 1-50 (2016)
Externí odkaz:
https://doaj.org/article/e965873539d14891a90131eef1854ccc
Autor:
Hanne Næss Hjetland, Ellen Irén Brinchmann, Solveig‐Alma Halaas Lyster, Bente Eriksen Hagtvet, Monica Melby‐Lervåg
Publikováno v:
Campbell Systematic Reviews, Vol 11, Iss 1, Pp 1-40 (2015)
Externí odkaz:
https://doaj.org/article/1ab01a1faaa3412eb0aa0335cf80d0cc