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Solheim, Oddny Judith – Reading Psychology, 2011
It has been hypothesized that students with low self-efficacy will struggle with complex reading tasks in assessment situations. In this study we examined whether perceived reading self-efficacy and reading task value uniquely predicted reading comprehension scores in two different item formats in a sample of fifth-grade students. Results showed…
Descriptors: Reading Comprehension, Listening Comprehension, Self Efficacy, Multiple Regression Analysis
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Rosey, Florence; Keller, Jean; Golomer, Eveline – International Journal of Behavioral Development, 2010
The present study aims to examine whether the inhibitory processes and impulsive-cognitive style can influence the emergence of coordination level among 61 children aged 3 to 5 years. Luria's tapping tasks, Day-Night tasks, Hand-Candle tasks, Go-NoGo tasks and the Trail Making Tests of Reitan, all involving inhibitory processes, were conducted.…
Descriptors: Cognitive Style, Inhibition, Preschool Children, Conceptual Tempo
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Liegeois, Frederique; Cross, J. Helen; Polkey, Charles; Harkness, William; Vargha-Khadem, Faraneh – Neuropsychologia, 2008
After hemispherectomy (removal or disconnection of an entire cerebral hemisphere) in childhood for treatment of intractable epilepsy, gross speech and language functions are often rescued. Whether more complex functions, such as syntactic processing, are selectively impaired, remains controversial. Here we present a cross-sectional study of…
Descriptors: Intelligence, Epilepsy, Semantics, Surgery
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Strattman, Kathy; Hodson, Barbara Williams – Child Language Teaching and Therapy, 2005
Performances on tasks of phonemic manipulation, working memory, rapid naming, multisyllable word naming, receptive vocabulary and nonverbal intelligence were compared with decoding and spelling scores for 75 beginning readers. Multiple regression analysis revealed that phonemic manipulation accounted for the greatest amount of variance for both…
Descriptors: Phonemics, Memory, Spelling, Nonverbal Ability
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Hester, E.; Hodson, B. W. – Child Language Teaching and Therapy, 2004
Phonological awareness reflects the strength of a child's ability to represent linguistic information cognitively at the phonological level. Although the role of phonological awareness in early reading decoding has been well documented, its relationship to other factors affecting reading decoding has yet to be fully examined. In this study, the…
Descriptors: Early Reading, Emergent Literacy, Memory, Reading Skills
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Kyle, Fiona E.; Harris, Margaret – Journal of Deaf Studies and Deaf Education, 2006
Seven-and eight-year-old deaf children and hearing children of equivalent reading age were presented with a number of tasks designed to assess reading, spelling, productive vocabulary, speechreading, phonological awareness, short-term memory, and nonverbal intelligence. The two groups were compared for similarities and differences in the levels of…
Descriptors: Phonological Awareness, Short Term Memory, Spelling, Sentences