dc.contributor.author | Papadopoulos, Timothy C. | en |
dc.creator | Papadopoulos, Timothy C. | en |
dc.date.accessioned | 2017-07-27T10:22:08Z | |
dc.date.available | 2017-07-27T10:22:08Z | |
dc.date.issued | 2002 | |
dc.identifier.issn | 1184-0412 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37546 | |
dc.description.abstract | The purpose of the present study was to examine whether phonological and cognitive tasks predict reading acquisition in a group of at-risk kindergarten children. Planning, attention, simultaneous processing, successive processing and phonological coding tasks were administered to 90 kindergarten children identified by their teachers as being at risk for early reading problems. Two reading tasks were administered a year later in grade 1. Results showed that three 'systems' - phonological, successive, and simultaneous - together distinguished between those children who were diagnosed as nonreaders or poor readers and those who were not. The risk of remaining a nonreader, in turn, was predicted by an extremely poor level of performance on two successive and two phonological tasks. Ramifications of the results for both early diagnosis and intervention are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) | en |
dc.source | Developmental Disabilities Bulletin | en |
dc.subject | 2002 | |
dc.subject | Phonological tasks | en |
dc.subject | Cognitive tasks | en |
dc.subject | Prediction | en |
dc.subject | Reading acquisition | en |
dc.subject | At risk kindergarten children | en |
dc.subject | Reading development | en |
dc.subject | Cognitive ability | en |
dc.subject | Kindergarten students | en |
dc.subject | Phonology | en |
dc.subject | At risk populations | en |
dc.subject | Early intervention | en |
dc.title | Predictors of reading development in at-risk kindergarten children | en |
dc.type | info:eu-repo/semantics/article | |
dc.description.volume | 30 | |
dc.description.issue | 2 | |
dc.description.startingpage | 173 | |
dc.description.endingpage | 198 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Ψυχολογίας / Department of Psychology | |
dc.type.uhtype | Article | en |
dc.description.notes | ID: 2003-07551-003; Accession Number: 2003-07551-003. Other Journal Title: Mental Retardation & Learning Disability Bulletin. Partial author list: First Author & Affiliation: Papadopoulos, Timothy C.; University of Cyprus, Nicosia, Cyprus. Release Date: 20030908. Publication Type: Journal (0100), Peer Reviewed Journal (0110). Format Covered: Print. Document Type: Journal Article. Language: English. Major Descriptor: Cognitive Ability; Kindergarten Students; Phonology; Prediction; Reading Development. Minor Descriptor: At Risk Populations; Early Intervention. Classification: Cognitive & Perceptual Development (2820). Population: Human (10); Male (30); Female (40). Location: Canada. Age Group: Childhood (birth-12 yrs) (100). Tests & Measures: Woodcock Diagnostic Reading Battery DOI: 10.1037/t05529-000. Methodology: Empirical Study. References Available: Y. Page Count: 26. Issue Publication Date: 2002. | en |
dc.contributor.orcid | Papadopoulos, Timothy C. [0000-0002-5541-568X] | |
dc.gnosis.orcid | 0000-0002-5541-568X | |