January 25, 2012
Publication year: 2012 Source: Journal of Communication Disorders, Available online 24 January 2012 Kim A.H. Cordewener, Anna M.T. Bosman, Ludo Verhoeven The present study investigated active grapheme knowledge and early spelling of 59 first grade children with specific language impairment (SLI).Speed,nature, andknowledge transferof spelling acquisition were taken into account.
Read the full article →
January 15, 2012
Publication year: 2012 Source: Cognition, Available online 13 January 2012 Kathryn Davidson, Kortney Eng, David Barner We tested the hypothesis that, when children learn to correctly count sets, they make a semantic induction about the meanings of their number words. We tested the logical understanding of number words in 84 children that were classified as “cardinal-principle knowers” by the criteria set forth by. Results show that these children often do not know (1) which of two numbers in their count list denotes a greater quantity, and (2) that the difference between successive numbers in their count list is 1.
Read the full article →