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All Outputs (16)

Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling (2022)
Journal Article

Although we know that spelling develops more slowly than reading in asymmetrically transparent orthographies, such as Italian, we do not know whether spelling lags behind reading in orthographies considered symmetrically transparent for both spelling... Read More about Does a truly symmetrically transparent orthography exist? Spelling is more difficult than reading even in an orthography considered highly transparent for both reading and spelling.

Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths (2022)
Journal Article

Previous research reported bilingual cognitive strengths in working memory, executive function and novel-word learning skills (Bialystok in Psychol Bull 143:233–262, 2017; Kaushanskaya and Marian in Psychon Bull Rev 16:705–710, 2009). These skills sh... Read More about Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths.

Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language (2019)
Journal Article

© 2019 UKLA Aims: The primary aim of this study is to augment our understanding of the component skills that underpin second-language learners' text comprehension by examining the direct and indirect roles of vocabulary knowledge and grammatical skil... Read More about Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language.

The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): a multigroup structural analysis (2014)
Journal Article

© 2014, Springer Science+Business Media Dordrecht. This study compared the reading and oral language skills of children who speak English as a first (L1) and second language (L2), and examined whether the strength of the relationship between word rea... Read More about The relations between word reading, oral language, and reading comprehension in children who speak English as a first (L1) and second language (L2): a multigroup structural analysis.

The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language (2014)
Journal Article

The study examined the role of oral language skills in reading comprehension and listening comprehension levels of 125 monolingual (L1) and bilingual (L2) English-speaking learners (M = 121.5 months, SD = 4.65) in England. All testing was conducted i... Read More about The role of oral language skills in reading and listening comprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers of English language.

Characteristics of parent-child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers (2014)
Journal Article

© 2014 Hammill Institute on Disabilities. The importance of parent-child interaction (PCI) for language development has been well established. This has led many speech and language therapy (SLT) interventions to focus on modifying PCI as a means to i... Read More about Characteristics of parent-child interactions: A systematic review of studies comparing children with primary language impairment and their typically developing peers.

Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011)
Journal Article

In this 1-year longitudinal study, we examined the central component processes of reading fluency, spelling accuracy, reading comprehension, and narrative text writing skills of 103 Turkish Cypriot children. Two cohorts of children from 2nd and 4th g... Read More about Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography.

Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study (2010)
Journal Article

The study examined: (a) the role of phonological, grammatical, and rapid automatized naming (RAN) skills in reading and spelling development; and (b) the component processes of early narrative writing skills. Fifty-seven Turkish-speaking children wer... Read More about Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study.

KKTC'deki ilk okuma-yazma öğretimi ile ilgili uygulamalar ve bunlara ilişkin öğretmen görüş ve değerlendirmeleri [Teacher views and evaluations related to the elementary reading instruction practices in the Turkish Republic of Northern Cyprus]
Report

Bu anket çalışmasındaki temel amaçlar şu şekilde özetlenebilir: (a) KKTC’deki ilk okuma-yazma ile ilgili uygulamaları kapsamlı ve sistemli bir şekilde tespit etmek; (b) öğretmenlerin bu uygulamalar hakkındaki görüş ve değerlendirmelerini saptamak; (c... Read More about KKTC'deki ilk okuma-yazma öğretimi ile ilgili uygulamalar ve bunlara ilişkin öğretmen görüş ve değerlendirmeleri [Teacher views and evaluations related to the elementary reading instruction practices in the Turkish Republic of Northern Cyprus].