標(biāo)題: Titlebook: Cross-Language Studies of Learning to Read and Spell:; Phonologic and Ortho Che Kan Leong,R. Malatesha Joshi Book 1997 Springer Science+Bus [打印本頁(yè)] 作者: necrosis 時(shí)間: 2025-3-21 19:30
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:影響因子(影響力)
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:影響因子(影響力)學(xué)科排名
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:被引頻次
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:被引頻次學(xué)科排名
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:年度引用
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:年度引用學(xué)科排名
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:讀者反饋
書(shū)目名稱(chēng)Cross-Language Studies of Learning to Read and Spell:讀者反饋學(xué)科排名
作者: SPECT 時(shí)間: 2025-3-21 21:12 作者: cumber 時(shí)間: 2025-3-22 01:27 作者: 新義 時(shí)間: 2025-3-22 06:14
Managing Life and Its Processes,eficits. The differences found between the CAP+ and CAP- groups shed some light on the nature of a CAP deficit and the additional burden imposed on children with Learning Disabilities. The similarities raise important issues regarding remediation and assumptions regarding the effect of a CAP deficit on learning.作者: 小溪 時(shí)間: 2025-3-22 11:42
Managing Life and Its Processes,-phoneme conversions while processes at the syllabic level appear to play a role in phonological decoding when children become more competent readers. These findings are discussed in relation to current theories about the development of phonological decoding in normal readers.作者: ANTE 時(shí)間: 2025-3-22 13:41 作者: ANTE 時(shí)間: 2025-3-22 17:49
Reading Development in Elementary School: Do Syllables Play a Role in Phonological Decoding?-phoneme conversions while processes at the syllabic level appear to play a role in phonological decoding when children become more competent readers. These findings are discussed in relation to current theories about the development of phonological decoding in normal readers.作者: Definitive 時(shí)間: 2025-3-22 21:16 作者: CRAFT 時(shí)間: 2025-3-23 03:49
The Special Case of Case Studies,vides an integrative theme for the volume, and the various chapters are discussed within this broad framework Several areas such as phonological processing subserving phonemic awareness are seen as important for continued investigation.作者: Infraction 時(shí)間: 2025-3-23 07:55
Hedging Your Bets and Minding Your Modals, It is proposed that performance on phoneme segmentation and phoneme blending tasks is heavily influenced by experience with an alphabetic writing system. An investigation of a commonly used sound comparison task, the oddity task, suggested that performance on this task was dependent in part on chidren’s perceptual and memory abilities.作者: 諄諄教誨 時(shí)間: 2025-3-23 13:19 作者: 軟膏 時(shí)間: 2025-3-23 15:30 作者: grenade 時(shí)間: 2025-3-23 21:12
Toward an Understanding of Phonological Awareness It is proposed that performance on phoneme segmentation and phoneme blending tasks is heavily influenced by experience with an alphabetic writing system. An investigation of a commonly used sound comparison task, the oddity task, suggested that performance on this task was dependent in part on chidren’s perceptual and memory abilities.作者: 寵愛(ài) 時(shí)間: 2025-3-24 00:03
Case Studies of Dyslexia: Young Readers with Rapid Serial Naming Deficitsould interfere with remediation of reading rate and this turned out to be the case. An oral reading transcript, used for analysis of reading strategies, is used as evidence that traces of phonological awareness deficits remain.作者: narcotic 時(shí)間: 2025-3-24 06:04 作者: 水土 時(shí)間: 2025-3-24 09:38 作者: inchoate 時(shí)間: 2025-3-24 14:31 作者: hedonic 時(shí)間: 2025-3-24 17:23
Case Studies of Dyslexia: Young Readers with Rapid Serial Naming Deficitsr of tutoring during the third-grade school year. Tutoring in a university setting included letter-sound training, segmenting and spelling to increase phonological awareness, as well as practice reading both phonetically and narratively controlled text. It was hypothesized that training would provid作者: 寒冷 時(shí)間: 2025-3-24 22:38
The Relationship of Central Auditory Processing Disorder and Learning Problemsegative Central Auditory Processing diagnosis (CAP-); and children with no school problems and no difficulty with Central Auditory Processing were compared on measures of Intelligence, Language, Memory, Attention, Phonological Awareness, Reading and Spelling in order to elucidate the nature of CAP d作者: jettison 時(shí)間: 2025-3-24 23:52
Beginning Reading in Germany and the U.S.: A Comparison of Phonological Segmentation, Decoding, Lexiseudowords, and reading comprehension in order to assess the relationship of linguistic and reading (decoding and comprehension) measures in both language groups. No significant differences were found between Gelman and American children in either grade in pseudoword decoding accuracy, word decoding作者: 辭職 時(shí)間: 2025-3-25 03:28 作者: goodwill 時(shí)間: 2025-3-25 10:13 作者: faultfinder 時(shí)間: 2025-3-25 14:39
Cultural Influences on Literacy Developmentlture. This phenomenon can be observed when models of reading and spelling development in English-speaking children are used by German-speaking investigators without empirical examination. In a longitudinal study of the development of reading and spelling from preschool age up to the end of 4th grad作者: assail 時(shí)間: 2025-3-25 16:33
Strategies of Spelling and Reading of Young Children Learning German Orthographyin print, which follows a developmental sequence as a result of an interaction between the child’s emerging process abilities and the structure of orthography. Similar sequential patterns for the English orthography were identified. Referring to German studies, the sequential patterns of spelling an作者: 極小 時(shí)間: 2025-3-25 22:25
Reading Development in Elementary School: Do Syllables Play a Role in Phonological Decoding?ren for monosyllabic pseudowords of three orthographic structures: CVC, CCVC/CVCC and CCVCC. The naming task was a modified replication of van den Bosch (1991), in which poor readers were trained in reading aloud monosyllabic words and pseudowords. Based on the results of van den Bosch, parallel pro作者: LAST 時(shí)間: 2025-3-26 03:20
How to get Friends in Beginning Word Recognitiondecode new printed words more efficiently. As an alternative, the possibility is raised that reading acquisition involves gradually learning more about orthgraphic representations of words and also increasing the number of orthographic lexical entries. Through lexical analogies, a new word having ma作者: 滲入 時(shí)間: 2025-3-26 07:25
Visual Processes in Word Recognition by Poor Readers: Relative Use of Visual, Phonological and Orthoxperiment 1, letter symbols . used. The strings consisted of uppercase--lowercase congruent letters (e.g., o/O) or uppercase--lowercase incongruent letters (e.g. a/A). Real words and pseudowords were used. Poor readers needed significantly more time to match uppercase--lowercase incongruent pairs, e作者: aneurysm 時(shí)間: 2025-3-26 09:52
Reading and Spelling in Dutch First and Second Graders: Do They Use an Orthographic Strategy?egy is used in reading before it is used in spelling (Frith, 1985). Thirty-seven first graders (mean age 7–0 years) and 34 second graders (mean age 8–0 years) participated in the experiment. They were required to read aloud words, pseudohomophones, and pseudowords that were presented one by one on a作者: 鑒賞家 時(shí)間: 2025-3-26 15:20
Measuring Word Identification Skills and Related Variables in Dutch Childrenification test. In Study 1, the research focus is on two word identification tests, a real-word test (RWT) and a pseudoword test (PWT). The question is: Are these tests differentially sensitive to phonological and lexical ‘routes’ or subcomponents of woad identification ability? Beginning readers ar作者: 惰性氣體 時(shí)間: 2025-3-26 16:56 作者: myopia 時(shí)間: 2025-3-27 01:00 作者: CRACY 時(shí)間: 2025-3-27 04:48
What can be Learned about Reading Acquisition in the Finnish Languageteracy instruction in a first grade classroom and two kindergarten classrooms. The subjects were nine first graders (age 7) and 16 and 17 kindergarten children (ages 5–6). In contrast to typical beginning reading instruction which is characterized by synthetic drill instruction, letters and their so作者: Diuretic 時(shí)間: 2025-3-27 09:17 作者: 游行 時(shí)間: 2025-3-27 11:51 作者: 驚惶 時(shí)間: 2025-3-27 16:49 作者: Cardiac-Output 時(shí)間: 2025-3-27 19:09
The Special Case of Case Studies,cross-language perspective; and to highlight the various chapters, which are grouped by languages (English, German, Dutch, Nordic, & Chinese). While metalinguistic awareness plays an important role in reading alphabetic language systems, we suggest that orthographic factors are also important. Phono作者: faction 時(shí)間: 2025-3-27 23:21
Hedging Your Bets and Minding Your Modals,its development are not well understood. This chapter examines phonological awareness, first by considering how it has been measured, and then, by studying factors related to performance on a frequently used measure of phonological awareness. A review of the literature showed that numerous tasks hav作者: 影響 時(shí)間: 2025-3-28 03:19
Writing an Eff ective Methods Section,s fits with research that has shown that the spelling and reading abilities of children who have a current spoken phonological disorder, as opposed to delay, perform more poorly than controls on standard measures of reading and spelling. Further, phonologically disordered children would appear to ha作者: GREEN 時(shí)間: 2025-3-28 07:32
The Special Case of Case Studies,r of tutoring during the third-grade school year. Tutoring in a university setting included letter-sound training, segmenting and spelling to increase phonological awareness, as well as practice reading both phonetically and narratively controlled text. It was hypothesized that training would provid作者: cancer 時(shí)間: 2025-3-28 11:35 作者: 喚醒 時(shí)間: 2025-3-28 15:38 作者: 低三下四之人 時(shí)間: 2025-3-28 19:23
Writing an Eff ective Abstract,nt ways of realizing the phonological properties of a language. German orthography represents the relationships between phonemes and graphemes in a much more consistent and transparent fashion than English orthography with its many exceptional and irregular spellings. The present study compared the 作者: PALMY 時(shí)間: 2025-3-29 00:10
Is It a Discussion or a Systematic Review?,ion of reading and spelling in school. About 210 children participated in the study. The various predictor variables were assessed during the last year of kindergarten and represented four different domains (i e, IQ, phonological awareness, memory capacity, and early literacy). The criterion measure作者: Hallmark 時(shí)間: 2025-3-29 05:21 作者: Defiance 時(shí)間: 2025-3-29 09:23
Is It a Discussion or a Systematic Review?,in print, which follows a developmental sequence as a result of an interaction between the child’s emerging process abilities and the structure of orthography. Similar sequential patterns for the English orthography were identified. Referring to German studies, the sequential patterns of spelling an作者: Vldl379 時(shí)間: 2025-3-29 12:26
Managing Life and Its Processes,ren for monosyllabic pseudowords of three orthographic structures: CVC, CCVC/CVCC and CCVCC. The naming task was a modified replication of van den Bosch (1991), in which poor readers were trained in reading aloud monosyllabic words and pseudowords. Based on the results of van den Bosch, parallel pro作者: 范例 時(shí)間: 2025-3-29 17:20 作者: 蒸發(fā) 時(shí)間: 2025-3-29 21:15
Historical Records (Palaeolimnology),xperiment 1, letter symbols . used. The strings consisted of uppercase--lowercase congruent letters (e.g., o/O) or uppercase--lowercase incongruent letters (e.g. a/A). Real words and pseudowords were used. Poor readers needed significantly more time to match uppercase--lowercase incongruent pairs, e作者: judicial 時(shí)間: 2025-3-30 01:07 作者: 高談闊論 時(shí)間: 2025-3-30 06:10
The Limnology of Lentic System,ification test. In Study 1, the research focus is on two word identification tests, a real-word test (RWT) and a pseudoword test (PWT). The question is: Are these tests differentially sensitive to phonological and lexical ‘routes’ or subcomponents of woad identification ability? Beginning readers ar作者: 潔凈 時(shí)間: 2025-3-30 10:17 作者: Facilities 時(shí)間: 2025-3-30 14:08
Subhash Chandra Parija,Ira Praharajgroup 1 received a training program with activities that focused the children’s attention on the internal sound structure of words. Experimental group 2 received a training program with activities that focused the children’s attention on morphological parts of wards (e.g., prefixes, suffixes). A con作者: 善于騙人 時(shí)間: 2025-3-30 17:19
Elected Women Members in the Union Parishad,teracy instruction in a first grade classroom and two kindergarten classrooms. The subjects were nine first graders (age 7) and 16 and 17 kindergarten children (ages 5–6). In contrast to typical beginning reading instruction which is characterized by synthetic drill instruction, letters and their so作者: 無(wú)關(guān)緊要 時(shí)間: 2025-3-30 22:42 作者: diskitis 時(shí)間: 2025-3-31 01:20
https://doi.org/10.1007/978-94-017-1197-5kindergarten; language; learning; psychology作者: 思考 時(shí)間: 2025-3-31 08:53
978-90-481-4810-3Springer Science+Business Media B.V. 1997作者: Density 時(shí)間: 2025-3-31 12:09 作者: ABASH 時(shí)間: 2025-3-31 15:56 作者: Expiration 時(shí)間: 2025-3-31 17:46
Writing an Eff ective Methods Section,s to abstract non-linguistic and phoneme-grapheme rules. The findings indicated a specific deficit in rule abstraction in that children with specific reading disability had difficulties in dealing with rule flexibility. This conclusion is supported by the efficacy of intervention programs that targe作者: forthy 時(shí)間: 2025-3-31 21:47
Writing an Eff effctive Discussion,eudoword decoding performance indicated that American children made more errors in decoding vowels than did German children in both grades. Phonemic tasks were significantly related to reading measures for both German and American children. The latter group showed a greater relationship between read作者: gnarled 時(shí)間: 2025-4-1 05:30
Writing an Eff ective Abstract,out the relationships between spoken and written words, the complexity of English orthography poses an additional problem for dyslexic children. German dyslexics read slowly but accurately, while English dyslexics showed low reading accuracy and low reading speed. Word frequency, item length and lex作者: Accomplish 時(shí)間: 2025-4-1 09:03 作者: Pageant 時(shí)間: 2025-4-1 11:18 作者: cornucopia 時(shí)間: 2025-4-1 15:15 作者: CAPE 時(shí)間: 2025-4-1 18:39
