Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.
about
Music education for improving reading skills in children and adolescents with dyslexiaMusic education for improving reading skills in children and adolescents with dyslexiaForm-meaning links in the development of visual word recognitionThe relative contributions of speechreading and vocabulary to deaf and hearing children's reading abilityDyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of DyslexiaInterpreting the early language trajectories of children from low-SES and language minority homes: implications for closing achievement gapsOral language deficits in familial dyslexia: A meta-analysis and review.Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language.Assessing musical abilities objectively: construction and validation of the profile of music perception skillsSensitivity to the acoustic correlates of lexical stress and their relationship to reading in skilled readers.A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School ChildrenEfficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial.Executive functioning and reading achievement in school: a study of Brazilian children assessed by their teachers as "poor readers".How language affects children's use of derivational morphology in visual word and pseudoword processing: evidence from a cross-language studyDevelopmental changes in the role of different metalinguistic awareness skills in Chinese reading acquisition from preschool to third grade.Support systems for poor readers: empirical data from six EU member states.Educational attainment in poor comprehendersThe phonological and visual basis of developmental dyslexia in Brazilian Portuguese reading children.Phonological Awareness and Rapid Automatized Naming Predicting Early Development in Reading and Spelling: Results from a Cross-Linguistic Longitudinal Study.Effects of reading goals on reading comprehension, reading rate, and allocation of working memory in children and adolescents with spina bifida meningomyeloceleBrief exposure to a self-paced computer-based reading programme and how it impacts reading ability and behaviour problems.Reading comprehension in a large cohort of French first graders from low socio-economic status families: a 7-month longitudinal study.Developmental relations between vocabulary knowledge and reading comprehension: a latent change score modeling studyOrthographic and semantic processing in young readers.Academic discourse: Dissociating standardized and conversational measures of language proficiency in bilingual kindergartenersParenting predictors of cognitive skills and emotion knowledge in socioeconomically disadvantaged preschoolersDifferences in the predictors of reading comprehension in first graders from low socio-economic status families with either good or poor decoding skillsReading abilities in school-aged preterm children: a review and meta-analysis.An evaluation of two emergent literacy screening tools for preschool children.Contribution of discourse and morphosyntax skills to reading comprehension in Chinese dyslexic and typically developing children.Early identification and interventions for dyslexia: a contemporary view.Learning to Read: What We Know and What We Need to Understand BetterThe cognitive and academic profiles of reading and mathematics learning disabilities.First-grade cognitive abilities as long-term predictors of reading comprehension and disability status.Attention deficits predict phenotypic outcomes in syndrome-specific and domain-specific ways.Do infant vocabulary skills predict school-age language and literacy outcomes?The Foundations of Literacy Development in Children at Familial Risk of Dyslexia.On the importance of listening comprehension.Efficacy of language intervention in the early years.Longitudinal stability and predictors of poor oral comprehenders and poor decoders.
P2860
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P2860
Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study.
description
2004 nî lūn-bûn
@nan
2004年の論文
@ja
2004年論文
@yue
2004年論文
@zh-hant
2004年論文
@zh-hk
2004年論文
@zh-mo
2004年論文
@zh-tw
2004年论文
@wuu
2004年论文
@zh
2004年论文
@zh-cn
name
Phonemes, rimes, vocabulary, a ...... nce from a longitudinal study.
@en
type
label
Phonemes, rimes, vocabulary, a ...... nce from a longitudinal study.
@en
prefLabel
Phonemes, rimes, vocabulary, a ...... nce from a longitudinal study.
@en
P1476
Phonemes, rimes, vocabulary, a ...... nce from a longitudinal study.
@en
P2093
Jim Stevenson
Valerie Muter
P304
P356
10.1037/0012-1649.40.5.665
P577
2004-09-01T00:00:00Z