Oral language and code-related precursors to reading: evidence from a longitudinal structural model.
about
Stability of language in childhood: a multiage, multidomain, multimeasure, and multisource studyRelationship between speech-sound disorders and early literacy skills in preschool-age children: impact of comorbid language impairmentThe relative contributions of speechreading and vocabulary to deaf and hearing children's reading abilityUsing a narrative- and play-based activity to promote low-income preschoolers' oral language, emergent literacy, and social competence.Developmental dyslexia: predicting individual riskThe genetic and environmental origins of learning abilities and disabilities in the early school yearsCross-Language Associations in the Development of Preschoolers' Receptive and Expressive Vocabulary.Bidirectionality in Self-Regulation and Expressive Vocabulary: Comparisons Between Monolingual and Dual Language Learners in Preschool.Classroom Age Composition and Vocabulary Development Among At-Risk Preschoolers.Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language.Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten ProgramsImproving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development.Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils.Effect of preschool working memory, language, and narrative abilities on inferential comprehension at school-age in children with spina bifida myelomeningocele and typically developing children.Peer effects on children's language achievement during pre-kindergarten.Emergent literacy profiles of preschool-age children with specific language impairment.The Effects of Preschool Education: What We Know, How Public Policy Is or Is Not Aligned With the Evidence Base, and What We Need to Know.Fast mapping and word learning by preschoolers with specific language impairment in a supported learning context: effect of encoding cues, phonotactic probability, and object familiarity.The timing and strength of regional brain activation associated with word recognition in children with reading difficulties.A Longitudinal Study of the Development of Reading Prosody as a Dimension of Oral Reading Fluency in Early Elementary School ChildrenStructured narrative retell instruction for young children from low socioeconomic backgrounds: a preliminary study of feasibility.Response to Instruction in Preschool: Results of Two Randomized Studies with Children At Significant Risk of Reading Difficulties.Population-level associations between preschool vulnerability and grade-four basic skills.Effectiveness of Early Phonological Awareness Interventions for Students with Speech or Language Impairments.An Examination of Kindergarten Oral Language for African American Students: Are There Meaningful Differences in Comparison to Peers?Evidence of a Continuum in Foundational Expressive Communication Skills.A developmental examination of story recall and coherence among children with ADHDPredicting English Word Reading Skills for Spanish-Speaking Students in First GradeDual language and literacy development of Spanish-speaking preschool children.Language Characteristics of Individuals with Down Syndrome.Expressive Vocabulary Development in Children from Bilingual and Monolingual Homes: A Longitudinal Study from Two to Four Years.Writing fluency and quality in kindergarten and first grade: The role of attention, reading, transcription, and oral language.Involvement of the right hemisphere in reading comprehension: a DTI study.Conversational language use as a predictor of early reading development: language history as a moderating variable.Improving outcomes of preschool language delay in the community: protocol for the Language for Learning randomised controlled trial.Genetic and Environmental Influences on Vocabulary and Reading Development.Parent-Child Conversations About Letters and Pictures.Tracing children's vocabulary development from preschool through the school-age years: an 8-year longitudinal study.Is Oral/Text Reading Fluency a "Bridge" to Reading Comprehension?IRTs of the ABCs: children's letter name acquisition.
P2860
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P2860
Oral language and code-related precursors to reading: evidence from a longitudinal structural model.
description
2002 nî lūn-bûn
@nan
2002年の論文
@ja
2002年学术文章
@wuu
2002年学术文章
@zh
2002年学术文章
@zh-cn
2002年学术文章
@zh-hans
2002年学术文章
@zh-my
2002年学术文章
@zh-sg
2002年學術文章
@yue
2002年學術文章
@zh-hant
name
Oral language and code-related ...... longitudinal structural model.
@en
Oral language and code-related ...... longitudinal structural model.
@nl
type
label
Oral language and code-related ...... longitudinal structural model.
@en
Oral language and code-related ...... longitudinal structural model.
@nl
prefLabel
Oral language and code-related ...... longitudinal structural model.
@en
Oral language and code-related ...... longitudinal structural model.
@nl
P1476
Oral language and code-related ...... longitudinal structural model.
@en
P2093
Grover J Whitehurst
Stacey A Storch
P304
P356
10.1037/0012-1649.38.6.934
P577
2002-11-01T00:00:00Z