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ResumenEste trabajo versa sobre la adquisición del lenguaje en bilingües familiares. Los datos que se aportan se refieren al léxico de uno de los sujetos de la investigación que se ve recogido en sesiones de 30' grabadas en magnetoscopio, cada 2 semanas aproximadamente, a partir de los 6 hasta los 24 meses de edad. Los resultados concuerdan con los de investigaciones precedentes, donde se demuestra que los niños que adquieren dos lenguas a la vez pasan por una primera fase de “sistema lexical único”, en la cual el niño incorpora palabras de una u otra lengua, sin diferenciar los dos códigos. 相似文献
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Rebecca Treiman Jessica Gordon Richard Boada Robin L. Peterson Bruce F. Pennington 《Scientific Studies of Reading》2014,18(6):383-394
Reversal errors play a prominent role in theories of reading disability. We examined reversal errors in the writing of letters by 5- to 6-year-old children. Of the 130 children, 92 had a history of difficulty in producing speech sounds, a risk factor for reading problems. Children were more likely to reverse letter forms that face left, such as <d> and <J>, than forms that face right, such as <b> and <C>. We propose that this asymmetry reflects statistical learning: Children implicitly learn that the right-facing pattern is more typical of Latin letters. The degree of asymmetry that a child showed was not related to the child’s reading skill at Time 2, 2¾ years later. Although children who went on to become poorer readers made more errors in the letter writing task than children who went on to become better readers, they were no more likely to make reversal errors. 相似文献
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Boada Richard Willcutt Erik G. Tunick Rachel A. Chhabildas Nomita A. Olson Richard K. DeFries John C. Pennington Bruce F. 《Reading and writing》2002,15(7-8):683-707
The present study examined the etiology of highreading ability in an overall sample of 350twin pairs in which at least one member of 100pairs (54 MZ, 46 DZ) had a reading compositescore one standard deviation above the sample mean. These highreaders also had significantly higher scoresthan the rest of the sample on Full Scale,Verbal and Performance IQ scores, as well as onmeasures of phoneme awareness, orthographiccoding, phonological decoding, and verbalshort-term memory. The MZ proband-wiseconcordance rate for high group membership wassignificantly higher than the DZ proband-wiseconcordance rate and further behavioralgenetic analyses corroborated that high readingability is partly due to genetic influence(h2
g = 0.55 ± 0.22). Bivariatemultiple regression analyses demonstrated thathigh phonological awareness, orthographiccoding, phonological decoding, and short-termverbal memory skills all share significantcommon genetic influence with high readingability. These results suggest that readingability and its cognitive correlates are on acontinuous distribution, with both extremes ofthe distribution being similarly heritable. They also support the hypothesis that the samecognitive processes that are associated withdyslexia are important for the development ofhigh reading ability. 相似文献
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Educational technology research and development - This mixed methods study followed an explanatory sequential design to explore the formation, development, and evolution of a formal online teacher... 相似文献
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Kimberley C. Tsujimoto Richard Boada Stephanie Gottwald Dina Hill Lisa A. Jacobson Maureen Lovett 《Scientific Studies of Reading》2013,17(3):254-272
ABSTRACTThe causes that individuals attribute to reading outcomes shape future behaviors, including engagement or persistence with learning tasks. Although previous reading motivation research has examined differences between typical and struggling readers, there may be unique dynamics related to varying levels of reading and attention skills. Using latent profile analysis, we found 4 groups informed by internal attributions to ability and effort. Reading skills, inattention, and hyperactivity/impulsivity were investigated as functional correlates of attribution profiles. Participants were 1,312 youth (8–15 years of age) of predominantly African American and Hispanic racial/ethnic heritage. More adaptive attribution profiles had greater reading performance and lower inattention. The reverse was found for the least adaptive profile with associations to greater reading and attention difficulties. Distinct attribution profiles also existed across similar-achieving groups. Understanding reading-related attributions may inform instructional efforts in reading. Promoting adaptive attributions may foster engagement with texts despite learning difficulties and, in turn, support reading achievement. 相似文献
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