Understanding the relations between cognition and academic skills in the context of instruction [0.03%]
从教学的角度理解认知与学术技能之间的关系
Peng Peng
Peng Peng
Research underscores a link between cognition and academic abilities. This article reviews some of the work from my research team to shed light on this evolving viewpoint. I first present studies on the mutual relationship between cognitive...
Language and literacy learning among Syrian refugee children: A progress report [0.03%]
叙利亚难民儿童的语言和读写能力学习进展报告
Abir Shamim,Kathleen Hipfner-Boucher,Xi Chen
Abir Shamim
Among refugee children and youth, successful adaptation to life in a receiving country requires the acquisition of language and literacy skills in the language of school instruction (the children's L2), as well as maintenance of the heritag...
Reading and writing in English as a foreign language: Spanish children with and without dyslexia [0.03%]
外国语言环境下儿童的阅读和写作：西班牙有和发展性阅读障碍儿童的对比研究
Paz Suárez-Coalla,Carmen Hevia-Tuero,Cristina Martínez-García
Paz Suárez-Coalla
In a world where English reigns as the most spoken language, proficiency in English literacy is indispensable. Within this context, it is imperative to acknowledge the significant hurdles encountered by Spanish children in mastering English...
Longitudinal relations between reading and socio-behavioral skills in elementary school children: Existing knowledge, some preliminary findings, and future directions [0.03%]
阅读与小学生社会行为技能的纵向关系：现有的知识、初步的研究成果及未来的发展方向
Qingqing Yang,Yoonkyung Oh,Paul L Morgan
Qingqing Yang
Reading and socio-behavioral difficulties often co-occur in elementary school, posing significant developmental and societal concerns. Yet the mechanisms underlying this co-occurrence-whether unidirectional, bidirectional, or due to shared ...
Zahira Flores-Gaona,Teresa Satterfield,Ioulia Kovelman
Zahira Flores-Gaona
Learning to read changes children's neural organization for spoken language processing and creates new circuits that facilitate reading. How does the brain develop to support literacy in young bilinguals? To answer this question, we need to...
Learning arithmetic strategies: The roles of individual and contextual factors [0.03%]
学习算术策略：个体和情境因素的作用
Nadir Díaz-Simón,Daniel Ansari
Nadir Díaz-Simón
The present chapter explores the processes of acquisition and development of arithmetic problem-solving strategies in school-age children, focusing on how the interplay of individual and contextual factors fosters proficiency and flexibilit...
Contributions of the home math environment to young children's emerging math skills [0.03%]
家庭数学环境对幼儿初步数学技能的贡献
Melissa E Libertus,A Ribner,A M Silver et al.
Melissa E Libertus et al.
Children possess foundational math concepts from infancy and acquire additional math skills such as words to describe numbers, sizes, and shapes of objects long before they start formal instruction in math. In this chapter, we review extant...
Brain correlates of early writing development: The foundational role of production tasks in early childhood [0.03%]
儿童早期写作发展相关的脑机制：儿童早期书写任务的基础性作用
Sophia Vinci-Booher,Gabrielle Shimko,Harper Marshall et al.
Sophia Vinci-Booher et al.
A hallmark of preschool and kindergarten classrooms are manual production tasks, including handwriting, drawing, building, and other arts and crafts activities produced manually with the hands. This chapter explores the potential mechanisms...
Electrophysiological indices of reading intervention response: A systematic review [0.03%]
阅读干预反应的电生理指标：系统评价研究
Brittany Lee,Nicole Landi
Brittany Lee
Research on reading and reading intervention has benefited from studies that have employed cognitive neuroscience tools. These efforts have established the brain basis of reading disability (RD) and have shown plasticity in the underlying n...
Bridging the gap across research and practice: The science of reading in contexts [0.03%]
架起研究与实践之间的桥梁：语境下的阅读科学
Catherine McBride,Chenell Loudermill,Christy Wessel-Powell et al.
Catherine McBride et al.
In this chapter, we highlight research and practice considerations related to the science of reading. First, we provide a review of five cognitive-linguistic skills/constructs that are important for early literacy assessment and instruction...