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Direct linkVerwimp, Cara; Snellings, Patrick; Wiers, Reinout W.; Tijms, Jurgen – Child Development, 2023
This study examined how top-down control influenced letter-speech sound (L-SS) learning, the initial phase of learning to read. In 2020, 107 Dutch children (53 boys, M[subscript age] = 106.845 months) learned eight L-SS correspondences, either preceded by goal-directed or implicit instructions. Symbol knowledge and artificial word-reading ability…
Descriptors: Phoneme Grapheme Correspondence, Speech Communication, Language Acquisition, Reading Processes
Parker, Philip D.; Sanders, Taren; Anders, Jake; Parker, Rhiannon B.; Duineveld, Jasper J. – Child Development, 2021
In a representative longitudinal sample of 2,602 Australian children (52% boys; 2% Indigenous; 13% language other than English background; 22% of Mothers born overseas; and 65% Urban) and their mothers (first surveyed in 2003), this article examined if maternal judgments of numeracy and reading ability varied by child demographics and influenced…
Descriptors: Mothers, Parent Attitudes, Numeracy, Reading Ability
