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You may point, but do not touch: Impact of gesture-types and cognition on language in typical and atypical development
(Wiley, 2022)
[EN] Background Evidence shows that the relation with the referent (object manipulation, contact/no contact pointing) and the different hand features (index finger/open palm) when pointing indicate different levels of ...
Family Context Assessment to Promote Language and Reading Abilities in 6-Year-Old Children
(MDPI, 2021-01-12)
Within a bioecological model, research works over the past decades have shown the significant influence of family micro systemic variables on child development. This study is aimed to test the factorial structure of the ...
You may point, but do not touch: Impact of gesture-types and cognition on language in typical and atypical development
(Wiley, 2022-03)
[EN] Background Evidence shows that the relation with the referent (object manipulation, contact/no contact pointing) and the different hand features (index finger/open palm) when pointing indicate different levels of ...
Family Context and ADHD Symptoms in Middle Childhood: an Explanatory Model
(Springer, 2022)
[EN] Recent research suggests that Attention Deficit Hyperactivity Disorder (ADHD) may be influenced by interactions between the individual and their social context. This study examined the predictive value of family context ...
Cognitive predictors of language abilities in primary school children: A cascaded developmental view
(Cambridge University Press, 2023-03)
This study investigated the longitudinal relationship between children's domain-general cognitive constraints underlying phonological and sentence processing development in a big sample of typically developing children. ...
The abc of the b and c in Spanish: inconsistent and context dependent letter errors and the development of orthographic knowledge in primary school children
(Springer, 2022-03)
[EN] This study presents the results of a cross-sectional reading and spelling assessment conducted among 118 Spanish children in 3rd, 4th and 5th grade. The first aim was to explore whether children ' s use of orthographic ...
The role of letter knowledge acquisition ability on children's decoding and word identification: Evidence from an artificial orthography
(Wiley, 2023-07-30)
Letter knowledge is crucial in the first stages of reading development. It
supports learning letter-sound mappings and the identification of the letters that make
up words. Previous studies have investigated the longitudinal ...
The dynamic interaction between memory and linguistic knowledge in children’s language development: The role of sentence recall
(Sage, 2020-02-17)
The role of working memory (WM) in language acquisition has been widely reported in the developmental literature, but few studies have
explored the role of sentence recall in the way WM and related linguistic abilities ...
Lexical and Sublexical Skills in Children's Literacy
(SAGE, 2024)
Letter knowledge and word identification are key skills for reading and spelling. Letter knowledge facilitates the application of sublexical letter-sound mappings to decode words. With reading experience, word identification ...