Reading and Writing
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#1Jarkko HautalaH-Index: 6
Last. Mikko Aro (University of Jyväskylä)H-Index: 28
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#1Shuyuan Feng (PKU: Peking University)H-Index: 3
#2Haoyang Lu (PKU: Peking University)H-Index: 3
Last. Lihan Chen (PKU: Peking University)
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Children with autism spectrum disorder (ASD) have deficits in audiovisual speech perception and temporal processing. The current study has examined the relationship between the audiovisual speech perception deficits and temporal processing deficits in children with and without ASD. To this end, using the McGurk paradigm, we implemented two experiments to explore audiovisual speech perception (Experiment 1) and temporal processing (Experiment 2), as well as the correlation between them, in childr...
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To writing anything on a keyboard at all requires us to know first what to type, then to activate motor programmes for finger movements, and execute these. An interruption in the information flow at any of these stages leads to disfluencies. To capture this combination of fluent typing and typing hesitations, researchers calculate different measures from keystroke-latency data – such as mean inter-keystroke interval and pause frequencies. There are two fundamental problems with this: first, summ...
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#1Takayuki Tanji (Okayama University)H-Index: 1
#2Tomohiro Inoue (CUHK: The Chinese University of Hong Kong)H-Index: 7
We examined the cognitive predictors of early word reading skills in Japanese syllabic Hiragana and morphographic Kanji. Eighty-three Japanese kindergarten children (M age = 75.6 months, SD = 3.4) were assessed on nonverbal IQ, vocabulary, phonological awareness, rapid automatized naming (RAN), phonological memory, morphological awareness, and visual discrimination at the end of kindergarten (T1). Their word reading fluency in Hiragana was assessed at T1 and reassessed in Grade 1 (T2), and their...
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#1Han Yuan (Radboud University Nijmegen)
#2Eliane Segers (Radboud University Nijmegen)H-Index: 25
Last. Ludo Verhoeven (Radboud University Nijmegen)H-Index: 69
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The relationships between phonological awareness, rapid naming, short term verbal memory, letter knowledge, visual skills and word reading in kindergarten, and the predictive patterns from kindergarten to first grade were examined in 41 Chinese-Dutch bilingual children living in the Netherlands in both their first language (Chinese) and second language (Dutch). In kindergarten, Chinese word reading was predicted by Chinese phonological awareness, and Dutch word reading was predicted by Dutch pho...
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#1Shani Kahta (BIU: Bar-Ilan University)H-Index: 5
#2Mali Kiassi-Lebel (BIU: Bar-Ilan University)
Last. Rachel Schiff (BIU: Bar-Ilan University)H-Index: 19
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Morphological knowledge plays an essential role in the acquisition of literacy skills and has therefore gained increasing attention in studies involving populations with literacy deficits, such as students from low socioeconomic status (SES) backgrounds. Previous studies have shown that fully developed morphological representations are abstract and independent of their semantic properties. However, little is known about the morphological representations of low SES adolescents. The current study ...
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#1Zhenfei Zou (SNNU: Shaanxi Normal University)
#2Wei Zhao (SNNU: Shaanxi Normal University)
Last. Miao Li (UH: University of Houston)
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This study investigated executive function deficits among Chinese primary school children with word reading deficit and specific reading comprehension deficit. Working memory, inhibitory control, and cognitive flexibility were examined among children with Word Reading Deficit (WRD), children with Specific Reading Comprehension Deficit (S-RCD) and Typically Developing children (TD). Results showed that compared to the TD group, children with WRD showed deficits in working memory and inhibitory co...
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