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Valentina Persici; Tamara Bastianello; Erika Hoff; Marinella Majorano – International Journal of Bilingual Education and Bilingualism, 2025
The role of children's receptive vocabulary knowledge in word and nonword reading (decoding) in an orthographically transparent language is debated. Moreover, we have little understanding of how the role of vocabulary might differ between monolingual children and bilingual children from immigrant families (or language minority bilingual children…
Descriptors: Receptive Language, Vocabulary Development, Reading Skills, Monolingualism
The Role of Teachers' Attitude towards the Use of the Tablet in the First-Grade Elementary Classroom
Dovigo, Fabio – International Journal of Education and Development using Information and Communication Technology, 2021
Schools have been increasingly paying attention to the rapid diffusion of new technologies as a means to improve the pupils' learning experience. Research suggests that use of tablets in school are a particularly versatile technology, since they allow students to learn to manage the amount of information that they face nowadays. The iPad is one of…
Descriptors: Educational Technology, Technology Uses in Education, Teacher Attitudes, Handheld Devices
Capodieci, Agnese; Zamperlin, Claudia; Friso, Gianna; Carretti, Barbara – International Journal of Educational Methodology, 2021
It has been well documented that oral language skills are precursors of the development of written abilities, meaning that improving oral language skills, e.g. vocabulary, listening comprehension, could have positive effects reading comprehension. The main aim of the present study was to analyze the effect of a training program focused on four…
Descriptors: Reading Comprehension, Listening Comprehension, Grade 1, Elementary School Students
Sella, Francesco; Berteletti, Ilaria; Lucangeli, Daniela; Zorzi, Marco – Developmental Psychology, 2015
In the number-to-position task, with increasing age and numerical expertise, children's pattern of estimates shifts from a biased (nonlinear) to a formal (linear) mapping. This widely replicated finding concerns symbolic numbers, whereas less is known about other types of quantity estimation. In Experiment 1, Preschool, Grade 1, and Grade 3…
Descriptors: Computation, Numbers, Preschool Children, Grade 1
Gamannossi, Beatrice Accorti; Pinto, Giuliana – First Language, 2014
Narrative competence can be considered an indicator of children's knowledge about other people's minds. The present study investigates the relations between, on the one hand, children's narrative competence and their second order language of mind (comprehension of deception) and, on the other, their developmental trends from kindergarten to…
Descriptors: Foreign Countries, Theory of Mind, Kindergarten, Primary Education
Orsolini, Margherita; Fanari, Rachele; Tosi, Valeria; De Nigris, Barbara; Carrieri, Roberto – Language and Cognitive Processes, 2006
In this longitudinal study we analyse the early phases of reading development in Italian and explore the transition from phonological to lexical reading. A group of 28 Italian children was tested in four phases. Language and cognitive skills were first assessed in the preschool. Reading performance was then tested in three different sessions, in…
Descriptors: Italian, Reading Skills, Skill Development, Thinking Skills