Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/8155
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dc.contributor.authorGilliver, Megan Len
dc.contributor.authorByrne, Brian Jen
dc.date.accessioned2011-07-25T14:58:00Z-
dc.date.issued2009-
dc.identifier.citationReading and Writing, 22(6), p. 637-659en
dc.identifier.issn1573-0905en
dc.identifier.issn0922-4777en
dc.identifier.urihttps://hdl.handle.net/1959.11/8155-
dc.description.abstractThis paper reports the findings of an investigation aimed at gaining a clearer understanding of the nature of vocabulary difficulties associated with dyslexia and associated risk status. Three studies were conducted to examine preschoolers' access and mastery of syntactic- and phonological-based processes believed to support word learning. Results are reported for 82 participants whose (reading) risk status was assessed from a composite of measures known to be related to reading development. As expected, risk status correlated positively with participants' ability to recall the phonological form of novel nouns. No relationship was found between risk status and participants' use of syntactic form-class cues in interpreting the noun class of novel names in isolation. However, the ability to use form-class cues was impaired for at-risk participants on a task that required them to learn both the phonological form and noun class. Findings are discussed in relation to the suggestion that limitations in processing resources such as working memory rather than in the availability of language structures may be at the root of the reported poor performance by at-risk children on vocabulary and other linguistic measures.en
dc.languageenen
dc.publisherSpringer Netherlandsen
dc.relation.ispartofReading and Writingen
dc.titleWhat's in a name? Preschoolers' noun learning performance in relation to their risk for reading disabilityen
dc.typeJournal Articleen
dc.identifier.doi10.1007/s11145-008-9155-5en
dc.subject.keywordsDevelopmental Psychology and Ageingen
dc.subject.keywordsLinguistic Processes (incl Speech Production and Comprehension)en
dc.subject.keywordsEducational Psychologyen
local.contributor.firstnameMegan Len
local.contributor.firstnameBrian Jen
local.subject.for2008170102 Developmental Psychology and Ageingen
local.subject.for2008170103 Educational Psychologyen
local.subject.for2008170204 Linguistic Processes (incl Speech Production and Comprehension)en
local.subject.seo2008930102 Learner and Learning Processesen
local.profile.schoolAdministrationen
local.profile.emailbbyrne@une.edu.auen
local.output.categoryC1en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.identifier.epublicationsrecordune-20110210-150016en
local.publisher.placeNetherlandsen
local.format.startpage637en
local.format.endpage659en
local.peerreviewedYesen
local.identifier.volume22en
local.identifier.issue6en
local.contributor.lastnameGilliveren
local.contributor.lastnameByrneen
dc.identifier.staffune-id:bbyrneen
local.profile.orcid0000-0002-5532-9407en
local.profile.roleauthoren
local.profile.roleauthoren
local.identifier.unepublicationidune:8330en
dc.identifier.academiclevelAcademicen
local.title.maintitleWhat's in a name? Preschoolers' noun learning performance in relation to their risk for reading disabilityen
local.output.categorydescriptionC1 Refereed Article in a Scholarly Journalen
local.search.authorGilliver, Megan Len
local.search.authorByrne, Brian Jen
local.uneassociationUnknownen
local.identifier.wosid000266829000002en
local.year.published2009en
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