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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Reading</h1><div class="u-tcGrayDark">182,794 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Reading</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Reading">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Reading/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Reading/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Reading/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Reading">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8488201" data-work_id="8488201" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8488201/Book_Review_Revolutionizing_Education_Youth_Participatory_Action_Research_in_Motion">Book Review - Revolutionizing Education: Youth Participatory Action Research in Motion</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Book Review by: Pashew M. Nuri How unrelated or silly is but I got to tell that reading this book made me think this way: the depiction goes side by side with Orwell's Animal Farm where all the animals resisting the human superiority and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8488201" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Book Review by: Pashew M. Nuri How unrelated or silly is but I got to tell that reading this book made me think this way: the depiction goes side by side with Orwell's Animal Farm where all the animals resisting the human superiority and control for them to be free and fearless of running their own lives themselves. It is disrespect to do this comparison animals versus humans though, but that the picture I was seeing in the journey of reading the stories in the book or in any other similar stories. Where the humans (in that case the students and teachers) are in combat of an unjust and unequal social or environmental issue that is affecting our very depth of life, that has become a block on my way and an hinderer of my progress.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8488201" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c7509e5d8ffa73aac40670c168bc4679" rel="nofollow" data-download="{"attachment_id":34870060,"asset_id":8488201,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/34870060/download_file?st=MTczOTcxMDQ0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6547655" href="https://monash.academia.edu/PashewNuri">Pashew Nuri</a><script data-card-contents-for-user="6547655" type="text/json">{"id":6547655,"first_name":"Pashew","last_name":"Nuri","domain_name":"monash","page_name":"PashewNuri","display_name":"Pashew Nuri","profile_url":"https://monash.academia.edu/PashewNuri?f_ri=9471","photo":"https://0.academia-photos.com/6547655/4804240/9248290/s65_pashew.nuri.jpg"}</script></span></span></li><li class="js-paper-rank-work_8488201 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8488201"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8488201, container: ".js-paper-rank-work_8488201", }); 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Nuri How unrelated or silly is but I got to tell that reading this book made me think this way: the depiction goes side by side with Orwell's Animal Farm where all the animals resisting the human superiority and control for them to be free and fearless of running their own lives themselves. It is disrespect to do this comparison animals versus humans though, but that the picture I was seeing in the journey of reading the stories in the book or in any other similar stories. Where the humans (in that case the students and teachers) are in combat of an unjust and unequal social or environmental issue that is affecting our very depth of life, that has become a block on my way and an hinderer of my progress.","downloadable_attachments":[{"id":34870060,"asset_id":8488201,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6547655,"first_name":"Pashew","last_name":"Nuri","domain_name":"monash","page_name":"PashewNuri","display_name":"Pashew Nuri","profile_url":"https://monash.academia.edu/PashewNuri?f_ri=9471","photo":"https://0.academia-photos.com/6547655/4804240/9248290/s65_pashew.nuri.jpg"}],"research_interests":[{"id":8,"name":"Critical Theory","url":"https://www.academia.edu/Documents/in/Critical_Theory?f_ri=9471","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=9471","nofollow":true},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":31686,"name":"Curriculum and Instruction","url":"https://www.academia.edu/Documents/in/Curriculum_and_Instruction?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24371307 coauthored" data-work_id="24371307" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24371307/Using_Suggestion_to_Modulate_Automatic_Processes_From_Stroop_to_McGurk_and_Beyond">Using Suggestion to Modulate Automatic Processes: From Stroop to McGurk and Beyond</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Cognitive scientists typically classify cognitive processes as either controlled or automatic. Whereas controlled processes are slow and effortful, automatic processes are fast and involuntary. Over the past decade, we have propelled a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24371307" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Cognitive scientists typically classify cognitive processes as either controlled or automatic. Whereas controlled processes are slow and effortful, automatic processes are fast and involuntary. Over the past decade, we have propelled a research trajectory investigating how top-down influence in the form of suggestion can allow individuals to modulate the automaticity of cognitive processes. Here we present an overarching array of converging findings that collectively indicate that certain individuals can derail involuntary processes, such as reading, by " unringing " the proverbial bell. We examine replications of these effects from both our own laboratory and independent groups, and extend our Stroop findings to several other well-established automatic paradigms, including the McGurk effect. We thus demonstrate how, in the case of highly suggestible individuals, suggestion seems to wield control over a process that is likely even more automatic than the Stroop effect. Finally, we present findings from two novel experimental paradigms exploring the potential of shifting automaticity in the opposite direction e i.e., transforming, without practice, a controlled task into one that is automatic. Drawing on related evidence from the neuroscience of contemplative practices, we discuss how these findings pave the road to a more scientific understanding of voluntary control and automaticity, and expound on their possible experimental and therapeutic applications.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24371307" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6efe18a55c40f2651f55a639080728da" rel="nofollow" data-download="{"attachment_id":44702297,"asset_id":24371307,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44702297/download_file?st=MTczOTcxMDQ0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="530454" href="https://mcgill.academia.edu/MichaelLifshitz">Michael Lifshitz</a><script data-card-contents-for-user="530454" type="text/json">{"id":530454,"first_name":"Michael","last_name":"Lifshitz","domain_name":"mcgill","page_name":"MichaelLifshitz","display_name":"Michael Lifshitz","profile_url":"https://mcgill.academia.edu/MichaelLifshitz?f_ri=9471","photo":"https://0.academia-photos.com/530454/188577/15341549/s65_michael.lifshitz.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-24371307">+1</span><div class="hidden js-additional-users-24371307"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://independent.academia.edu/IFarahKashem">I. 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Whereas controlled processes are slow and effortful, automatic processes are fast and involuntary. Over the past decade, we have propelled a research trajectory investigating how top-down influence in the form of suggestion can allow individuals to modulate the automaticity of cognitive processes. Here we present an overarching array of converging findings that collectively indicate that certain individuals can derail involuntary processes, such as reading, by \" unringing \" the proverbial bell. We examine replications of these effects from both our own laboratory and independent groups, and extend our Stroop findings to several other well-established automatic paradigms, including the McGurk effect. We thus demonstrate how, in the case of highly suggestible individuals, suggestion seems to wield control over a process that is likely even more automatic than the Stroop effect. Finally, we present findings from two novel experimental paradigms exploring the potential of shifting automaticity in the opposite direction e i.e., transforming, without practice, a controlled task into one that is automatic. Drawing on related evidence from the neuroscience of contemplative practices, we discuss how these findings pave the road to a more scientific understanding of voluntary control and automaticity, and expound on their possible experimental and therapeutic applications.","downloadable_attachments":[{"id":44702297,"asset_id":24371307,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":530454,"first_name":"Michael","last_name":"Lifshitz","domain_name":"mcgill","page_name":"MichaelLifshitz","display_name":"Michael Lifshitz","profile_url":"https://mcgill.academia.edu/MichaelLifshitz?f_ri=9471","photo":"https://0.academia-photos.com/530454/188577/15341549/s65_michael.lifshitz.jpg"},{"id":47044065,"first_name":"I. Farah","last_name":"Kashem","domain_name":"independent","page_name":"IFarahKashem","display_name":"I. Farah Kashem","profile_url":"https://independent.academia.edu/IFarahKashem?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":236,"name":"Cognitive Psychology","url":"https://www.academia.edu/Documents/in/Cognitive_Psychology?f_ri=9471","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true},{"id":635,"name":"Psychiatry","url":"https://www.academia.edu/Documents/in/Psychiatry?f_ri=9471","nofollow":true},{"id":1613,"name":"Brain Imaging","url":"https://www.academia.edu/Documents/in/Brain_Imaging?f_ri=9471","nofollow":true},{"id":2055,"name":"Consciousness (Psychology)","url":"https://www.academia.edu/Documents/in/Consciousness_Psychology_?f_ri=9471"},{"id":4083,"name":"Complementary and Alternative Medicine","url":"https://www.academia.edu/Documents/in/Complementary_and_Alternative_Medicine?f_ri=9471"},{"id":4108,"name":"Yoga Meditation","url":"https://www.academia.edu/Documents/in/Yoga_Meditation?f_ri=9471"},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=9471"},{"id":4430,"name":"Altered States of Consciousness","url":"https://www.academia.edu/Documents/in/Altered_States_of_Consciousness?f_ri=9471"},{"id":4626,"name":"Social Cognition","url":"https://www.academia.edu/Documents/in/Social_Cognition?f_ri=9471"},{"id":5178,"name":"Phenomenology","url":"https://www.academia.edu/Documents/in/Phenomenology?f_ri=9471"},{"id":5789,"name":"Creativity and Consciousness","url":"https://www.academia.edu/Documents/in/Creativity_and_Consciousness?f_ri=9471"},{"id":9040,"name":"Consciousness","url":"https://www.academia.edu/Documents/in/Consciousness?f_ri=9471"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":9747,"name":"Hypnosis (Psychology)","url":"https://www.academia.edu/Documents/in/Hypnosis_Psychology_?f_ri=9471"},{"id":11105,"name":"Self Regulation","url":"https://www.academia.edu/Documents/in/Self_Regulation?f_ri=9471"},{"id":11632,"name":"Executive Functions (Cognitive Neuroscience)","url":"https://www.academia.edu/Documents/in/Executive_Functions_Cognitive_Neuroscience_?f_ri=9471"},{"id":12428,"name":"Automatic Control","url":"https://www.academia.edu/Documents/in/Automatic_Control?f_ri=9471"},{"id":13297,"name":"Cognitive Linguistics","url":"https://www.academia.edu/Documents/in/Cognitive_Linguistics?f_ri=9471"},{"id":14616,"name":"Neurophenomenology","url":"https://www.academia.edu/Documents/in/Neurophenomenology?f_ri=9471"},{"id":15773,"name":"Buddhist Psychology","url":"https://www.academia.edu/Documents/in/Buddhist_Psychology?f_ri=9471"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=9471"},{"id":33732,"name":"Executive Function","url":"https://www.academia.edu/Documents/in/Executive_Function?f_ri=9471"},{"id":40633,"name":"Consciousness Studies","url":"https://www.academia.edu/Documents/in/Consciousness_Studies?f_ri=9471"},{"id":41023,"name":"Social Cognitive Affective Neuroscience","url":"https://www.academia.edu/Documents/in/Social_Cognitive_Affective_Neuroscience?f_ri=9471"},{"id":45909,"name":"Self-regulation","url":"https://www.academia.edu/Documents/in/Self-regulation?f_ri=9471"},{"id":46937,"name":"Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Cognitive_Sciences?f_ri=9471"},{"id":57275,"name":"Meditation","url":"https://www.academia.edu/Documents/in/Meditation?f_ri=9471"},{"id":60076,"name":"Hypnosis","url":"https://www.academia.edu/Documents/in/Hypnosis?f_ri=9471"},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=9471"},{"id":80548,"name":"Stroop effect","url":"https://www.academia.edu/Documents/in/Stroop_effect?f_ri=9471"},{"id":182867,"name":"Mindfulness Meditation","url":"https://www.academia.edu/Documents/in/Mindfulness_Meditation?f_ri=9471"},{"id":1019278,"name":"Consciousness and Creativity","url":"https://www.academia.edu/Documents/in/Consciousness_and_Creativity?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7182024" data-work_id="7182024" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7182024/Investigating_gender_differences_in_reading">Investigating gender differences in reading</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">It is important to understand potential reasons for the small, but consistent, gender differences in reading skill, so that supports aimed at redressing these differences are targeted most effectively. However, understanding group... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_7182024" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">It is important to understand potential reasons for the small, but consistent, gender differences in reading skill, so that supports aimed at redressing these differences are targeted most effectively. However, understanding group differences (i.e., gender differences) should not overrule the importance of appreciating the needs of individual students within the classroom.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7182024" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a84826bd91628ce7fc7c3731bfc40694" rel="nofollow" data-download="{"attachment_id":33811102,"asset_id":7182024,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/33811102/download_file?st=MTczOTcxMDQ0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3269332" href="https://edinburgh.academia.edu/SarahMcGeown">Sarah McGeown</a><script data-card-contents-for-user="3269332" type="text/json">{"id":3269332,"first_name":"Sarah","last_name":"McGeown","domain_name":"edinburgh","page_name":"SarahMcGeown","display_name":"Sarah McGeown","profile_url":"https://edinburgh.academia.edu/SarahMcGeown?f_ri=9471","photo":"https://0.academia-photos.com/3269332/1082958/1350678/s65_sarah.mcgeown.jpg"}</script></span></span></li><li class="js-paper-rank-work_7182024 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="7182024"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 7182024, container: ".js-paper-rank-work_7182024", }); 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$(".js-view-count[data-work-id=7182024]").text(description); $(".js-view-count-work_7182024").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_7182024").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="7182024"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="7024" rel="nofollow" href="https://www.academia.edu/Documents/in/Gender">Gender</a>, <script data-card-contents-for-ri="7024" type="text/json">{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="155044" rel="nofollow" href="https://www.academia.edu/Documents/in/Sex_Differences">Sex Differences</a><script data-card-contents-for-ri="155044" type="text/json">{"id":155044,"name":"Sex Differences","url":"https://www.academia.edu/Documents/in/Sex_Differences?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=7182024]'), work: {"id":7182024,"title":"Investigating gender differences in reading","created_at":"2014-05-27T22:24:04.614-07:00","url":"https://www.academia.edu/7182024/Investigating_gender_differences_in_reading?f_ri=9471","dom_id":"work_7182024","summary":"It is important to understand potential reasons for the small, but consistent, gender differences in reading skill, so that supports aimed at redressing these differences are targeted most effectively. However, understanding group differences (i.e., gender differences) should not overrule the importance of appreciating the needs of individual students within the classroom.","downloadable_attachments":[{"id":33811102,"asset_id":7182024,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3269332,"first_name":"Sarah","last_name":"McGeown","domain_name":"edinburgh","page_name":"SarahMcGeown","display_name":"Sarah McGeown","profile_url":"https://edinburgh.academia.edu/SarahMcGeown?f_ri=9471","photo":"https://0.academia-photos.com/3269332/1082958/1350678/s65_sarah.mcgeown.jpg"}],"research_interests":[{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":155044,"name":"Sex Differences","url":"https://www.academia.edu/Documents/in/Sex_Differences?f_ri=9471","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23831950" data-work_id="23831950" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23831950/Orthographic_learning_during_reading_examining_the_role_of_self_teaching">Orthographic learning during reading: examining the role of self-teaching</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Thirty-four second grade children read target homophonic pseudowords (e.g., slurst/slirst) in the context of real stories in a test of the self-teaching theory of early reading acquisition. The degree of orthographic learning was assessed... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23831950" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Thirty-four second grade children read target homophonic pseudowords (e.g., slurst/slirst) in the context of real stories in a test of the self-teaching theory of early reading acquisition. The degree of orthographic learning was assessed with three converging tasks: homophonic choice, spelling, and target naming. Each of the tasks indicated that orthographic learning had taken place because processing of target homophones (e.g., yait) was superior to that of their homophonic controls (e.g., yate). Consistent with the self-teaching hypothesis, we obtained a substantial correlation (r ¼ :52) between orthographic learning and the number of target homophones correctly decoded during story reading. Hierarchical multiple regression analyses indicated that neither RAN tasks nor general cognitive ability predicted variance in orthographic learning once the number of target homophones correctly decoded during story reading had been partialed out. In contrast, a measure of orthographic</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23831950" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fb84b67c7fec19781276d24288b1c4a4" rel="nofollow" data-download="{"attachment_id":44236028,"asset_id":23831950,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44236028/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="35554956" href="https://independent.academia.edu/KeithStanovich">Keith Stanovich</a><script data-card-contents-for-user="35554956" type="text/json">{"id":35554956,"first_name":"Keith","last_name":"Stanovich","domain_name":"independent","page_name":"KeithStanovich","display_name":"Keith Stanovich","profile_url":"https://independent.academia.edu/KeithStanovich?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_23831950 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23831950"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23831950, container: ".js-paper-rank-work_23831950", }); 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$(".js-view-count[data-work-id=23831950]").text(description); $(".js-view-count-work_23831950").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23831950").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23831950"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">11</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23831950]'), work: {"id":23831950,"title":"Orthographic learning during reading: examining the role of self-teaching","created_at":"2016-03-30T10:17:18.462-07:00","url":"https://www.academia.edu/23831950/Orthographic_learning_during_reading_examining_the_role_of_self_teaching?f_ri=9471","dom_id":"work_23831950","summary":"Thirty-four second grade children read target homophonic pseudowords (e.g., slurst/slirst) in the context of real stories in a test of the self-teaching theory of early reading acquisition. The degree of orthographic learning was assessed with three converging tasks: homophonic choice, spelling, and target naming. Each of the tasks indicated that orthographic learning had taken place because processing of target homophones (e.g., yait) was superior to that of their homophonic controls (e.g., yate). Consistent with the self-teaching hypothesis, we obtained a substantial correlation (r ¼ :52) between orthographic learning and the number of target homophones correctly decoded during story reading. Hierarchical multiple regression analyses indicated that neither RAN tasks nor general cognitive ability predicted variance in orthographic learning once the number of target homophones correctly decoded during story reading had been partialed out. In contrast, a measure of orthographic","downloadable_attachments":[{"id":44236028,"asset_id":23831950,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":35554956,"first_name":"Keith","last_name":"Stanovich","domain_name":"independent","page_name":"KeithStanovich","display_name":"Keith Stanovich","profile_url":"https://independent.academia.edu/KeithStanovich?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true},{"id":237,"name":"Cognitive 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Skills","url":"https://www.academia.edu/Documents/in/Listening_and_Writing_Skills?f_ri=9471"},{"id":1223637,"name":"Early Modern English Literature and Drama","url":"https://www.academia.edu/Documents/in/Early_Modern_English_Literature_and_Drama?f_ri=9471"},{"id":1223638,"name":"History of the Theater","url":"https://www.academia.edu/Documents/in/History_of_the_Theater?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41368040" data-work_id="41368040" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41368040/Advances_in_Science_Learning_from_the_Past_Looking_to_the_Future">Advances in Science: Learning from the Past, Looking to the Future</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Sometimes we need to look backwards in order to look forward. Th at is to say, in order to understand the world of science today and where it may be heading tomorrow, it helps to know where it has been in the past. How did we come to our... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41368040" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Sometimes we need to look backwards in order to look forward. Th at is to say, in order to understand the world of science today and where it may be heading tomorrow, it helps to know where it has been in the past. How did we come to our present understanding of atoms, energy, gravity and light? What are the fundamental principles through which we investigate the world around us? Who are the great scientifi c fi gures who helped us to fi nd our place in the universe? Th is book aims to answer these questions, guiding students from the past to the present and from the present to the future.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41368040" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a373c2ccbc0956bdabd5e1069867bba0" rel="nofollow" data-download="{"attachment_id":61565464,"asset_id":41368040,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61565464/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2862838" href="https://chuo-u.academia.edu/DaveRear">Dave Rear</a><script data-card-contents-for-user="2862838" type="text/json">{"id":2862838,"first_name":"Dave","last_name":"Rear","domain_name":"chuo-u","page_name":"DaveRear","display_name":"Dave Rear","profile_url":"https://chuo-u.academia.edu/DaveRear?f_ri=9471","photo":"https://0.academia-photos.com/2862838/943768/1182097/s65_david.rear.jpg"}</script></span></span></li><li class="js-paper-rank-work_41368040 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41368040"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41368040, container: ".js-paper-rank-work_41368040", }); 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$(".js-view-count[data-work-id=41368040]").text(description); $(".js-view-count-work_41368040").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41368040").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41368040"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="821" rel="nofollow" href="https://www.academia.edu/Documents/in/Philosophy_of_Science">Philosophy of Science</a>, <script data-card-contents-for-ri="821" type="text/json">{"id":821,"name":"Philosophy of Science","url":"https://www.academia.edu/Documents/in/Philosophy_of_Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1736" rel="nofollow" href="https://www.academia.edu/Documents/in/Science_Education">Science Education</a>, <script data-card-contents-for-ri="1736" type="text/json">{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3723" rel="nofollow" href="https://www.academia.edu/Documents/in/History_of_Science">History of Science</a><script data-card-contents-for-ri="3723" type="text/json">{"id":3723,"name":"History of Science","url":"https://www.academia.edu/Documents/in/History_of_Science?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41368040]'), work: {"id":41368040,"title":"Advances in Science: Learning from the Past, Looking to the Future","created_at":"2019-12-19T21:56:32.853-08:00","url":"https://www.academia.edu/41368040/Advances_in_Science_Learning_from_the_Past_Looking_to_the_Future?f_ri=9471","dom_id":"work_41368040","summary":"Sometimes we need to look backwards in order to look forward. 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While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known about their... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19798164" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness, which also plays an important part in reading development. The aim of this study was to analyze in more detail the implications of the phonological impairments of dyslexics in dealing with larger units of language such as morphemes. First, the performance of dyslexic children in a series of morphological tasks was compared with the performance of children matched on reading-level and chronological age. In all the tasks, the dyslexic group performed below the chronological age control group, suggesting that morphological awareness cannot be developed entirely independently of reading experience and/or phonological skills. Comparisons with the reading-age control group indicated that, while the dyslexic children were poorer in the morphemic segmentation tasks, 115 they performed normally for their reading level in the sentence completion tasks. Furthermore, they produced more derived words in the production task. This suggests that phonological impairments prevent the explicit segmentation of affixes while allowing the development of productive morphological knowledge. A second study compared dyslexic subgroups defined by their degree of phonological impairment. Our results suggest that dyslexics develop a certain type of morphological knowledge, which they use as a compensatory reading strategy.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19798164" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="211e074b1737da547ff98c9d39ddf640" rel="nofollow" data-download="{"attachment_id":42014895,"asset_id":19798164,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42014895/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40535891" href="https://independent.academia.edu/PascaleCol%C3%89">Pascale ColÉ</a><script data-card-contents-for-user="40535891" type="text/json">{"id":40535891,"first_name":"Pascale","last_name":"ColÉ","domain_name":"independent","page_name":"PascaleColÉ","display_name":"Pascale ColÉ","profile_url":"https://independent.academia.edu/PascaleCol%C3%89?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_19798164 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19798164"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19798164, container: ".js-paper-rank-work_19798164", }); 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$(".js-view-count[data-work-id=19798164]").text(description); $(".js-view-count-work_19798164").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19798164").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19798164"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3574" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonological_Awareness">Phonological Awareness</a>, <script data-card-contents-for-ri="3574" type="text/json">{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5591" rel="nofollow" href="https://www.academia.edu/Documents/in/Vocabulary">Vocabulary</a><script data-card-contents-for-ri="5591" type="text/json">{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19798164]'), work: {"id":19798164,"title":"Morphological awareness in developmental dyslexia","created_at":"2015-12-23T01:45:13.646-08:00","url":"https://www.academia.edu/19798164/Morphological_awareness_in_developmental_dyslexia?f_ri=9471","dom_id":"work_19798164","summary":"This study examines morphological awareness in developmental dyslexia. While the poor phonological awareness of dyslexic children has been related to their difficulty in handling the alphabetical principle, less is known about their morphological awareness, which also plays an important part in reading development. The aim of this study was to analyze in more detail the implications of the phonological impairments of dyslexics in dealing with larger units of language such as morphemes. First, the performance of dyslexic children in a series of morphological tasks was compared with the performance of children matched on reading-level and chronological age. In all the tasks, the dyslexic group performed below the chronological age control group, suggesting that morphological awareness cannot be developed entirely independently of reading experience and/or phonological skills. Comparisons with the reading-age control group indicated that, while the dyslexic children were poorer in the morphemic segmentation tasks, 115 they performed normally for their reading level in the sentence completion tasks. Furthermore, they produced more derived words in the production task. This suggests that phonological impairments prevent the explicit segmentation of affixes while allowing the development of productive morphological knowledge. A second study compared dyslexic subgroups defined by their degree of phonological impairment. Our results suggest that dyslexics develop a certain type of morphological knowledge, which they use as a compensatory reading strategy.","downloadable_attachments":[{"id":42014895,"asset_id":19798164,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40535891,"first_name":"Pascale","last_name":"ColÉ","domain_name":"independent","page_name":"PascaleColÉ","display_name":"Pascale ColÉ","profile_url":"https://independent.academia.edu/PascaleCol%C3%89?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=9471","nofollow":true},{"id":3574,"name":"Phonological Awareness","url":"https://www.academia.edu/Documents/in/Phonological_Awareness?f_ri=9471","nofollow":true},{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary?f_ri=9471","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=9471"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=9471"},{"id":31879,"name":"Developmental dyslexia","url":"https://www.academia.edu/Documents/in/Developmental_dyslexia?f_ri=9471"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=9471"},{"id":72034,"name":"Reading 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js-work-card work_31316566" data-work_id="31316566" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31316566/Writing_systems_Past_present_and_future_11th_International_Workshop_on_Writing_Systems_and_Literacy">Writing systems: Past, present (... and future?) 11th International Workshop on Writing Systems and Literacy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Revised AWLL11 programme + abstracts</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31316566" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span 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class="u-tcGrayDark u-fw700" data-has-card-for-user="5346028" href="https://tama.academia.edu/TerryJoyce">Terry Joyce</a><script data-card-contents-for-user="5346028" type="text/json">{"id":5346028,"first_name":"Terry","last_name":"Joyce","domain_name":"tama","page_name":"TerryJoyce","display_name":"Terry Joyce","profile_url":"https://tama.academia.edu/TerryJoyce?f_ri=9471","photo":"https://0.academia-photos.com/5346028/3829353/4482120/s65_terry.joyce.jpg"}</script></span></span></li><li class="js-paper-rank-work_31316566 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31316566"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31316566, container: ".js-paper-rank-work_31316566", }); });</script></li><li class="js-percentile-work_31316566 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31316566; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31316566"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31316566 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31316566"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31316566; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31316566]").text(description); $(".js-view-count-work_31316566").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31316566").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31316566"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2548" rel="nofollow" href="https://www.academia.edu/Documents/in/Writing_Systems_and_Decipherment">Writing Systems & Decipherment</a>, <script data-card-contents-for-ri="2548" type="text/json">{"id":2548,"name":"Writing Systems \u0026 Decipherment","url":"https://www.academia.edu/Documents/in/Writing_Systems_and_Decipherment?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" rel="nofollow" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a>, <script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10110" rel="nofollow" href="https://www.academia.edu/Documents/in/History_of_Reading_and_Writing">History of Reading and Writing</a><script data-card-contents-for-ri="10110" type="text/json">{"id":10110,"name":"History of Reading and Writing","url":"https://www.academia.edu/Documents/in/History_of_Reading_and_Writing?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31316566]'), work: {"id":31316566,"title":"Writing systems: Past, present (... and future?)\r\n11th International Workshop on Writing Systems and Literacy","created_at":"2017-02-08T20:07:16.407-08:00","url":"https://www.academia.edu/31316566/Writing_systems_Past_present_and_future_11th_International_Workshop_on_Writing_Systems_and_Literacy?f_ri=9471","dom_id":"work_31316566","summary":"Revised AWLL11 programme + abstracts","downloadable_attachments":[{"id":54233003,"asset_id":31316566,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5346028,"first_name":"Terry","last_name":"Joyce","domain_name":"tama","page_name":"TerryJoyce","display_name":"Terry Joyce","profile_url":"https://tama.academia.edu/TerryJoyce?f_ri=9471","photo":"https://0.academia-photos.com/5346028/3829353/4482120/s65_terry.joyce.jpg"}],"research_interests":[{"id":2548,"name":"Writing Systems \u0026 Decipherment","url":"https://www.academia.edu/Documents/in/Writing_Systems_and_Decipherment?f_ri=9471","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":10110,"name":"History of Reading and Writing","url":"https://www.academia.edu/Documents/in/History_of_Reading_and_Writing?f_ri=9471","nofollow":true},{"id":14180,"name":"Reading Comprehension","url":"https://www.academia.edu/Documents/in/Reading_Comprehension?f_ri=9471"},{"id":16321,"name":"Writing Systems (Languages And Linguistics)","url":"https://www.academia.edu/Documents/in/Writing_Systems_Languages_And_Linguistics_?f_ri=9471"},{"id":25758,"name":"Writing systems","url":"https://www.academia.edu/Documents/in/Writing_systems?f_ri=9471"},{"id":52692,"name":"Written Language","url":"https://www.academia.edu/Documents/in/Written_Language?f_ri=9471"},{"id":64832,"name":"Ancient Scripts","url":"https://www.academia.edu/Documents/in/Ancient_Scripts?f_ri=9471"},{"id":90535,"name":"History of Writing Systems","url":"https://www.academia.edu/Documents/in/History_of_Writing_Systems?f_ri=9471"},{"id":216678,"name":"Scripts","url":"https://www.academia.edu/Documents/in/Scripts?f_ri=9471"},{"id":322832,"name":"Visual Word Processing","url":"https://www.academia.edu/Documents/in/Visual_Word_Processing?f_ri=9471"},{"id":448606,"name":"Visual Word Recognition","url":"https://www.academia.edu/Documents/in/Visual_Word_Recognition?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35865370" data-work_id="35865370" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35865370/Literacy_TeachersPedagogical_Content_Knowledge">Literacy Teachers`Pedagogical Content Knowledge</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Literacy instructors are encountering accumulative challenges in today`s classrooms. Large-scale high-stake assessments and managerial/parental expectations have doubled the pressure on teachers to produce high-achieving literacy... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35865370" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Literacy instructors are encountering accumulative challenges in today`s classrooms. Large-scale high-stake assessments and managerial/parental expectations have doubled the pressure on teachers to produce high-achieving literacy learners. One of the chief aspects the teacher training programs have been focusing on lately has been the notion of pedagogical content knowledge (PCK). This paper provides an overview of the PCK and how it can be used optimally in classrooms. This article is concluded by some suggestions and arguments on the reciprocal correlations between PCK and effective practice.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35865370" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="c75db61253c2cf7ed9b414d722b33abe" rel="nofollow" data-download="{"attachment_id":55762451,"asset_id":35865370,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55762451/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5917766" href="https://uci.academia.edu/MasoudMahmoodiShahrebabaki">Masoud Mahmoodi-Shahrebabaki</a><script data-card-contents-for-user="5917766" type="text/json">{"id":5917766,"first_name":"Masoud","last_name":"Mahmoodi-Shahrebabaki","domain_name":"uci","page_name":"MasoudMahmoodiShahrebabaki","display_name":"Masoud Mahmoodi-Shahrebabaki","profile_url":"https://uci.academia.edu/MasoudMahmoodiShahrebabaki?f_ri=9471","photo":"https://0.academia-photos.com/5917766/2925941/58401793/s65_masoud.mahmoodi-shahrebabaki.jpeg"}</script></span></span></li><li class="js-paper-rank-work_35865370 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35865370"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35865370, container: ".js-paper-rank-work_35865370", }); 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$(".js-view-count[data-work-id=35865370]").text(description); $(".js-view-count-work_35865370").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35865370").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35865370"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="858" rel="nofollow" href="https://www.academia.edu/Documents/in/Literacy">Literacy</a>, <script data-card-contents-for-ri="858" type="text/json">{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="13545" rel="nofollow" href="https://www.academia.edu/Documents/in/Teacher_Training">Teacher Training</a><script data-card-contents-for-ri="13545" type="text/json">{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35865370]'), work: {"id":35865370,"title":"Literacy Teachers`Pedagogical Content Knowledge","created_at":"2018-02-07T21:21:49.188-08:00","url":"https://www.academia.edu/35865370/Literacy_TeachersPedagogical_Content_Knowledge?f_ri=9471","dom_id":"work_35865370","summary":"Literacy instructors are encountering accumulative challenges in today`s classrooms. Large-scale high-stake assessments and managerial/parental expectations have doubled the pressure on teachers to produce high-achieving literacy learners. One of the chief aspects the teacher training programs have been focusing on lately has been the notion of pedagogical content knowledge (PCK). This paper provides an overview of the PCK and how it can be used optimally in classrooms. This article is concluded by some suggestions and arguments on the reciprocal correlations between PCK and effective practice.","downloadable_attachments":[{"id":55762451,"asset_id":35865370,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5917766,"first_name":"Masoud","last_name":"Mahmoodi-Shahrebabaki","domain_name":"uci","page_name":"MasoudMahmoodiShahrebabaki","display_name":"Masoud Mahmoodi-Shahrebabaki","profile_url":"https://uci.academia.edu/MasoudMahmoodiShahrebabaki?f_ri=9471","photo":"https://0.academia-photos.com/5917766/2925941/58401793/s65_masoud.mahmoodi-shahrebabaki.jpeg"}],"research_interests":[{"id":858,"name":"Literacy","url":"https://www.academia.edu/Documents/in/Literacy?f_ri=9471","nofollow":true},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=9471","nofollow":true},{"id":71598,"name":"Pedagogical Content Knowledge","url":"https://www.academia.edu/Documents/in/Pedagogical_Content_Knowledge?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_25677151" data-work_id="25677151" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/25677151/How_early_does_morpholexical_reading_develop_in_readers_of_a_shallow_orthography">How early does morpholexical reading develop in readers of a shallow orthography?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In this research, lexical and morpholexical reading in Italian children ages 8 to 10 years were investigated. Children and control adults were administered two tasks on words and pseudowords: visual lexical decision and naming. Word... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_25677151" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In this research, lexical and morpholexical reading in Italian children ages 8 to 10 years were investigated. Children and control adults were administered two tasks on words and pseudowords: visual lexical decision and naming. Word frequency effects in both lexical decision and naming were found in both children and adults. For all age groups pseudowords made up of roots and derivational suffixes were decided more frequently as possible words and were named more quickly and accurately than matched pseudowords with no morphological constituency. These results show that morpholexical reading is available and efficient in young readers of a shallow orthography, with similar patterns in children and adults.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/25677151" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f904a47cbb5e0f4a13c11bbaf0ff29d9" rel="nofollow" data-download="{"attachment_id":46016693,"asset_id":25677151,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46016693/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32488391" href="https://cnr-it.academia.edu/CristinaBurani">Cristina Burani</a><script data-card-contents-for-user="32488391" type="text/json">{"id":32488391,"first_name":"Cristina","last_name":"Burani","domain_name":"cnr-it","page_name":"CristinaBurani","display_name":"Cristina Burani","profile_url":"https://cnr-it.academia.edu/CristinaBurani?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_25677151 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="25677151"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 25677151, container: ".js-paper-rank-work_25677151", }); });</script></li><li class="js-percentile-work_25677151 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 25677151; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_25677151"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_25677151 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="25677151"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 25677151; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=25677151]").text(description); $(".js-view-count-work_25677151").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_25677151").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="25677151"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1681" rel="nofollow" href="https://www.academia.edu/Documents/in/Decision_Making">Decision Making</a>, <script data-card-contents-for-ri="1681" type="text/json">{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5591" rel="nofollow" href="https://www.academia.edu/Documents/in/Vocabulary">Vocabulary</a>, <script data-card-contents-for-ri="5591" type="text/json">{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=25677151]'), work: {"id":25677151,"title":"How early does morpholexical reading develop in readers of a shallow orthography?","created_at":"2016-05-28T05:11:58.574-07:00","url":"https://www.academia.edu/25677151/How_early_does_morpholexical_reading_develop_in_readers_of_a_shallow_orthography?f_ri=9471","dom_id":"work_25677151","summary":"In this research, lexical and morpholexical reading in Italian children ages 8 to 10 years were investigated. Children and control adults were administered two tasks on words and pseudowords: visual lexical decision and naming. Word frequency effects in both lexical decision and naming were found in both children and adults. For all age groups pseudowords made up of roots and derivational suffixes were decided more frequently as possible words and were named more quickly and accurately than matched pseudowords with no morphological constituency. These results show that morpholexical reading is available and efficient in young readers of a shallow orthography, with similar patterns in children and adults.","downloadable_attachments":[{"id":46016693,"asset_id":25677151,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32488391,"first_name":"Cristina","last_name":"Burani","domain_name":"cnr-it","page_name":"CristinaBurani","display_name":"Cristina Burani","profile_url":"https://cnr-it.academia.edu/CristinaBurani?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=9471","nofollow":true},{"id":5591,"name":"Vocabulary","url":"https://www.academia.edu/Documents/in/Vocabulary?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=9471","nofollow":true},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=9471"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=9471"},{"id":112879,"name":"Elementary School","url":"https://www.academia.edu/Documents/in/Elementary_School?f_ri=9471"},{"id":117700,"name":"Word Frequency","url":"https://www.academia.edu/Documents/in/Word_Frequency?f_ri=9471"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=9471"},{"id":165418,"name":"Lexical Decision","url":"https://www.academia.edu/Documents/in/Lexical_Decision?f_ri=9471"},{"id":1470936,"name":"Age Groups","url":"https://www.academia.edu/Documents/in/Age_Groups?f_ri=9471"},{"id":2463495,"name":"Random Allocation","url":"https://www.academia.edu/Documents/in/Random_Allocation?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13232438" data-work_id="13232438" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13232438/Morpheme_based_reading_aloud_Evidence_from_dyslexic_and_skilled_Italian_readers">Morpheme-based reading aloud: Evidence from dyslexic and skilled Italian readers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The role of morphology in reading aloud was examined measuring naming latencies to pseudowords and words composed of morphemes (roots and derivational suffixes) and corresponding simple pseudowords and words. Three groups of Italian... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13232438" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The role of morphology in reading aloud was examined measuring naming latencies to pseudowords and words composed of morphemes (roots and derivational suffixes) and corresponding simple pseudowords and words. Three groups of Italian children of different ages and reading abilities, including dyslexic children, as well as one group of adult readers participated in the study. All four groups read faster</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13232438" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cbf2e76cf9fa68b81edc8ebfc7695eb2" rel="nofollow" data-download="{"attachment_id":45567205,"asset_id":13232438,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45567205/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32488391" href="https://cnr-it.academia.edu/CristinaBurani">Cristina Burani</a><script data-card-contents-for-user="32488391" type="text/json">{"id":32488391,"first_name":"Cristina","last_name":"Burani","domain_name":"cnr-it","page_name":"CristinaBurani","display_name":"Cristina Burani","profile_url":"https://cnr-it.academia.edu/CristinaBurani?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13232438 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13232438"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13232438, container: ".js-paper-rank-work_13232438", }); });</script></li><li class="js-percentile-work_13232438 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13232438; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13232438"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13232438 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13232438"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13232438; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13232438]").text(description); $(".js-view-count-work_13232438").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13232438").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13232438"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a>, <script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="10866" rel="nofollow" href="https://www.academia.edu/Documents/in/Morphology">Morphology</a><script data-card-contents-for-ri="10866" type="text/json">{"id":10866,"name":"Morphology","url":"https://www.academia.edu/Documents/in/Morphology?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13232438]'), work: {"id":13232438,"title":"Morpheme-based reading aloud: Evidence from dyslexic and skilled Italian readers","created_at":"2015-06-24T00:27:03.429-07:00","url":"https://www.academia.edu/13232438/Morpheme_based_reading_aloud_Evidence_from_dyslexic_and_skilled_Italian_readers?f_ri=9471","dom_id":"work_13232438","summary":"The role of morphology in reading aloud was examined measuring naming latencies to pseudowords and words composed of morphemes (roots and derivational suffixes) and corresponding simple pseudowords and words. Three groups of Italian children of different ages and reading abilities, including dyslexic children, as well as one group of adult readers participated in the study. All four groups read faster","downloadable_attachments":[{"id":45567205,"asset_id":13232438,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32488391,"first_name":"Cristina","last_name":"Burani","domain_name":"cnr-it","page_name":"CristinaBurani","display_name":"Cristina Burani","profile_url":"https://cnr-it.academia.edu/CristinaBurani?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=9471","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":10866,"name":"Morphology","url":"https://www.academia.edu/Documents/in/Morphology?f_ri=9471","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=9471"},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=9471"},{"id":31879,"name":"Developmental dyslexia","url":"https://www.academia.edu/Documents/in/Developmental_dyslexia?f_ri=9471"},{"id":45213,"name":"Italy","url":"https://www.academia.edu/Documents/in/Italy?f_ri=9471"},{"id":67362,"name":"Italian","url":"https://www.academia.edu/Documents/in/Italian?f_ri=9471"},{"id":90515,"name":"Word Recognition","url":"https://www.academia.edu/Documents/in/Word_Recognition?f_ri=9471"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=9471"},{"id":186099,"name":"Grain size","url":"https://www.academia.edu/Documents/in/Grain_size?f_ri=9471"},{"id":223022,"name":"Italiano","url":"https://www.academia.edu/Documents/in/Italiano?f_ri=9471"},{"id":232462,"name":"Morphemes","url":"https://www.academia.edu/Documents/in/Morphemes?f_ri=9471"},{"id":595278,"name":"Word Processing","url":"https://www.academia.edu/Documents/in/Word_Processing?f_ri=9471"},{"id":1125862,"name":"Visual stimuli","url":"https://www.academia.edu/Documents/in/Visual_stimuli?f_ri=9471"},{"id":1929419,"name":"Nino","url":"https://www.academia.edu/Documents/in/Nino?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26416683" data-work_id="26416683" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26416683/A_study_of_hyperlexia">A study of hyperlexia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Twelve children with early intense reading and superior word recognition skills coupled with disordered language and cognitive behavior are described. Cognitive, linguistic, and reading measures evidenced a generalized cognitive deficit... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26416683" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Twelve children with early intense reading and superior word recognition skills coupled with disordered language and cognitive behavior are described. Cognitive, linguistic, and reading measures evidenced a generalized cognitive deficit in forming superordinate schemata which was not specific to visual or auditory modalities. Positive family histories for reading problems were present for 11 of the 12 children, suggesting a relationship between hyperlexia and dyslexia.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26416683" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4530e4bd05dbf5590e21ad811f200929" rel="nofollow" data-download="{"attachment_id":46714201,"asset_id":26416683,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46714201/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="50356836" href="https://independent.academia.edu/DorothyAram">Dorothy Aram</a><script data-card-contents-for-user="50356836" type="text/json">{"id":50356836,"first_name":"Dorothy","last_name":"Aram","domain_name":"independent","page_name":"DorothyAram","display_name":"Dorothy Aram","profile_url":"https://independent.academia.edu/DorothyAram?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_26416683 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26416683"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26416683, container: ".js-paper-rank-work_26416683", }); 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Cognitive, linguistic, and reading measures evidenced a generalized cognitive deficit in forming superordinate schemata which was not specific to visual or auditory modalities. 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(2007), La Tension narrative. Suspense, curiosité, surprise, Paris, Seuil, coll. « Poétique ».</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Suspendus aux lèvres d’un conteur, incapables d’interrompre la lecture d’un roman, captivés par un film haletant, nous faisons tous l’expérience quotidienne de ce plaisir apparemment paradoxal que nous tirons de notre insatisfaction... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_3633955" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Suspendus aux lèvres d’un conteur, incapables d’interrompre la lecture d’un roman, captivés par un film haletant, nous faisons tous l’expérience quotidienne de ce plaisir apparemment paradoxal que nous tirons de notre insatisfaction provisoire face à un récit inachevé. Bien qu’une mode esthétique et théorique ait tenté de nous convaincre que ce plaisir était honteux, on peut néanmoins avoir l’intuition que le cœur vivant de la narrativité réside précisément dans ce nœud coulant, toujours plus serré à mesure que nous progressons dans l’histoire, qui nous attache à l’intrigue et creuse la temporalité par l’attente impatiente d’un dénouement. Si le récit a quelque chose à voir avec la manière dont nous éprouvons le temps, cette expérience n’apparaît jamais avec autant d’éclat que dans le suspense, la curiosité ou la surprise qui font la force des intrigues fictionnelles. La compréhension des fonctions narratives engage donc non seulement l’analyse littéraire, linguistique et sémiotique, mais aussi l’analyse cognitive et la psychologie des émotions.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3633955" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ceb756e51370d1eb5895022ca32174ba" rel="nofollow" data-download="{"attachment_id":47158492,"asset_id":3633955,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/47158492/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4384264" href="https://unil.academia.edu/RaphaelBaroni">Raphaël Baroni</a><script data-card-contents-for-user="4384264" type="text/json">{"id":4384264,"first_name":"Raphaël","last_name":"Baroni","domain_name":"unil","page_name":"RaphaelBaroni","display_name":"Raphaël Baroni","profile_url":"https://unil.academia.edu/RaphaelBaroni?f_ri=9471","photo":"https://0.academia-photos.com/4384264/1869160/19548620/s65_rapha_l.baroni.jpg"}</script></span></span></li><li class="js-paper-rank-work_3633955 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3633955"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3633955, container: ".js-paper-rank-work_3633955", }); 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Si le récit a quelque chose à voir avec la manière dont nous éprouvons le temps, cette expérience n’apparaît jamais avec autant d’éclat que dans le suspense, la curiosité ou la surprise qui font la force des intrigues fictionnelles. La compréhension des fonctions narratives engage donc non seulement l’analyse littéraire, linguistique et sémiotique, mais aussi l’analyse cognitive et la psychologie des émotions.","downloadable_attachments":[{"id":47158492,"asset_id":3633955,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4384264,"first_name":"Raphaël","last_name":"Baroni","domain_name":"unil","page_name":"RaphaelBaroni","display_name":"Raphaël Baroni","profile_url":"https://unil.academia.edu/RaphaelBaroni?f_ri=9471","photo":"https://0.academia-photos.com/4384264/1869160/19548620/s65_rapha_l.baroni.jpg"}],"research_interests":[{"id":94,"name":"Discourse 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href="https://www.academia.edu/37489484/%CE%9C%CE%B5%CE%BB%CE%AD%CF%84%CE%B7_%CF%80%CE%B5%CF%81%CE%AF%CF%80%CF%84%CF%89%CF%83%CE%B7%CF%82">Μελέτη περίπτωσης</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Τι μπορεί να κάνει η Karen για να δημιουργήσει το καλύτερο μαθησιακό περιβάλλον για όλους τους μαθητές στην τάξη;</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37489484" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a5e3f4c980e8a6730463600074a41d60" rel="nofollow" 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href="https://unic.academia.edu/%CE%A0%CE%BF%CE%BB%CF%85%CE%BE%CE%AD%CE%BD%CE%B7%CE%9E%CE%AD%CE%BD%CE%B7%CE%A3%CF%86%CF%85%CF%81%CE%AE">Πολυξένη (Ξένη) Σφυρή</a><script data-card-contents-for-user="16225637" type="text/json">{"id":16225637,"first_name":"Πολυξένη (Ξένη)","last_name":"Σφυρή","domain_name":"unic","page_name":"ΠολυξένηΞένηΣφυρή","display_name":"Πολυξένη (Ξένη) Σφυρή","profile_url":"https://unic.academia.edu/%CE%A0%CE%BF%CE%BB%CF%85%CE%BE%CE%AD%CE%BD%CE%B7%CE%9E%CE%AD%CE%BD%CE%B7%CE%A3%CF%86%CF%85%CF%81%CE%AE?f_ri=9471","photo":"https://0.academia-photos.com/16225637/10573812/114865830/s65__._.jpg"}</script></span></span></li><li class="js-paper-rank-work_37489484 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37489484"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37489484, container: 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type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="14180" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading_Comprehension">Reading Comprehension</a>, <script data-card-contents-for-ri="14180" type="text/json">{"id":14180,"name":"Reading Comprehension","url":"https://www.academia.edu/Documents/in/Reading_Comprehension?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="451783" rel="nofollow" href="https://www.academia.edu/Documents/in/Reciprocal_Teaching">Reciprocal Teaching</a><script data-card-contents-for-ri="451783" type="text/json">{"id":451783,"name":"Reciprocal Teaching","url":"https://www.academia.edu/Documents/in/Reciprocal_Teaching?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37489484]'), work: {"id":37489484,"title":"Μελέτη περίπτωσης","created_at":"2018-09-27T11:00:04.180-07:00","url":"https://www.academia.edu/37489484/%CE%9C%CE%B5%CE%BB%CE%AD%CF%84%CE%B7_%CF%80%CE%B5%CF%81%CE%AF%CF%80%CF%84%CF%89%CF%83%CE%B7%CF%82?f_ri=9471","dom_id":"work_37489484","summary":"Τι μπορεί να κάνει η Karen για να δημιουργήσει το καλύτερο μαθησιακό περιβάλλον για όλους τους μαθητές στην τάξη;","downloadable_attachments":[{"id":57459883,"asset_id":37489484,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16225637,"first_name":"Πολυξένη (Ξένη)","last_name":"Σφυρή","domain_name":"unic","page_name":"ΠολυξένηΞένηΣφυρή","display_name":"Πολυξένη (Ξένη) Σφυρή","profile_url":"https://unic.academia.edu/%CE%A0%CE%BF%CE%BB%CF%85%CE%BE%CE%AD%CE%BD%CE%B7%CE%9E%CE%AD%CE%BD%CE%B7%CE%A3%CF%86%CF%85%CF%81%CE%AE?f_ri=9471","photo":"https://0.academia-photos.com/16225637/10573812/114865830/s65__._.jpg"}],"research_interests":[{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":14180,"name":"Reading Comprehension","url":"https://www.academia.edu/Documents/in/Reading_Comprehension?f_ri=9471","nofollow":true},{"id":451783,"name":"Reciprocal Teaching","url":"https://www.academia.edu/Documents/in/Reciprocal_Teaching?f_ri=9471","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_51106805" data-work_id="51106805" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/51106805/How_Teachers_Would_Spend_Their_Time_Teaching_Language_Arts_The_Mismatch_Between_Self_Reported_and_Best_Practices">How Teachers Would Spend Their Time Teaching Language Arts The Mismatch Between Self-Reported and Best Practices</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As teacher quality becomes a central issue in discussions of children&#x27;s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_51106805" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As teacher quality becomes a central issue in discussions of children&#x27;s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/51106805" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5dbbf060fb4d69543e9fb69c1e37c303" rel="nofollow" data-download="{"attachment_id":68954530,"asset_id":51106805,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68954530/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="707478" href="https://berkeley.academia.edu/AnneCunningham">Anne Cunningham</a><script data-card-contents-for-user="707478" type="text/json">{"id":707478,"first_name":"Anne","last_name":"Cunningham","domain_name":"berkeley","page_name":"AnneCunningham","display_name":"Anne Cunningham","profile_url":"https://berkeley.academia.edu/AnneCunningham?f_ri=9471","photo":"https://0.academia-photos.com/707478/2707056/3151778/s65_anne.cunningham.jpg"}</script></span></span></li><li class="js-paper-rank-work_51106805 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="51106805"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 51106805, container: ".js-paper-rank-work_51106805", }); 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$(".js-view-count[data-work-id=51106805]").text(description); $(".js-view-count-work_51106805").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_51106805").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="51106805"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">19</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="7125" rel="nofollow" href="https://www.academia.edu/Documents/in/Culture">Culture</a>, <script data-card-contents-for-ri="7125" type="text/json">{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9822" rel="nofollow" href="https://www.academia.edu/Documents/in/Education_Policy">Education Policy</a>, <script data-card-contents-for-ri="9822" type="text/json">{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" rel="nofollow" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=51106805]'), work: {"id":51106805,"title":"How Teachers Would Spend Their Time Teaching Language Arts The Mismatch Between Self-Reported and Best Practices","created_at":"2021-08-30T12:47:40.715-07:00","url":"https://www.academia.edu/51106805/How_Teachers_Would_Spend_Their_Time_Teaching_Language_Arts_The_Mismatch_Between_Self_Reported_and_Best_Practices?f_ri=9471","dom_id":"work_51106805","summary":"As teacher quality becomes a central issue in discussions of children\u0026#x27;s literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer ...","downloadable_attachments":[{"id":68954530,"asset_id":51106805,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":707478,"first_name":"Anne","last_name":"Cunningham","domain_name":"berkeley","page_name":"AnneCunningham","display_name":"Anne Cunningham","profile_url":"https://berkeley.academia.edu/AnneCunningham?f_ri=9471","photo":"https://0.academia-photos.com/707478/2707056/3151778/s65_anne.cunningham.jpg"}],"research_interests":[{"id":7125,"name":"Culture","url":"https://www.academia.edu/Documents/in/Culture?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":9822,"name":"Education Policy","url":"https://www.academia.edu/Documents/in/Education_Policy?f_ri=9471","nofollow":true},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=9471","nofollow":true},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=9471"},{"id":18866,"name":"Beliefs","url":"https://www.academia.edu/Documents/in/Beliefs?f_ri=9471"},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=9471"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=9471"},{"id":44096,"name":"Knowledge","url":"https://www.academia.edu/Documents/in/Knowledge?f_ri=9471"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=9471"},{"id":81504,"name":"Correlation","url":"https://www.academia.edu/Documents/in/Correlation?f_ri=9471"},{"id":83229,"name":"Best practice","url":"https://www.academia.edu/Documents/in/Best_practice?f_ri=9471"},{"id":92362,"name":"Belief","url":"https://www.academia.edu/Documents/in/Belief?f_ri=9471"},{"id":144049,"name":"Attitude","url":"https://www.academia.edu/Documents/in/Attitude?f_ri=9471"},{"id":153168,"name":"Data Collection","url":"https://www.academia.edu/Documents/in/Data_Collection?f_ri=9471"},{"id":345877,"name":"Language Arts","url":"https://www.academia.edu/Documents/in/Language_Arts?f_ri=9471"},{"id":740122,"name":"Professional Competence","url":"https://www.academia.edu/Documents/in/Professional_Competence?f_ri=9471"},{"id":1723635,"name":"Public Policy","url":"https://www.academia.edu/Documents/in/Public_Policy?f_ri=9471"},{"id":3101416,"name":"Inservice training","url":"https://www.academia.edu/Documents/in/Inservice_training?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_19950097" data-work_id="19950097" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/19950097/Hyperlexia_in_Children_with_Autism_Spectrum_Disorders">Hyperlexia in Children with Autism Spectrum Disorders</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD -HPL) and with singleword reading-matched typically developing children... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_19950097" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD -HPL) and with singleword reading-matched typically developing children (TYP). Children with ASD + HPL performed (1) better than did children with ASD -HPL on tasks of single-word reading and pseudoword decoding and equivalently well compared to word-reading-matched TYP children on all reading-related tasks except reading comprehension. It appears that the general underlying model of single-word reading is the same in principle for ''typical'' and hyperlexic reading. Yet, the study revealed some dissimilarities between these two types of reading when more fine-grained cognitive and linguistic abilities were considered; these dissimilarities warrant further investigations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/19950097" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="dc8215801bdef497f1534cb61bd309c3" rel="nofollow" data-download="{"attachment_id":40928834,"asset_id":19950097,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40928834/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40812635" href="https://independent.academia.edu/DonnaMacomber">Donna Macomber</a><script data-card-contents-for-user="40812635" type="text/json">{"id":40812635,"first_name":"Donna","last_name":"Macomber","domain_name":"independent","page_name":"DonnaMacomber","display_name":"Donna Macomber","profile_url":"https://independent.academia.edu/DonnaMacomber?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_19950097 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="19950097"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 19950097, container: ".js-paper-rank-work_19950097", }); 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$(".js-view-count[data-work-id=19950097]").text(description); $(".js-view-count-work_19950097").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_19950097").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="19950097"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2249" rel="nofollow" href="https://www.academia.edu/Documents/in/Autism">Autism</a>, <script data-card-contents-for-ri="2249" type="text/json">{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2349" rel="nofollow" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a><script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=19950097]'), work: {"id":19950097,"title":"Hyperlexia in Children with Autism Spectrum Disorders","created_at":"2016-01-01T14:12:17.109-08:00","url":"https://www.academia.edu/19950097/Hyperlexia_in_Children_with_Autism_Spectrum_Disorders?f_ri=9471","dom_id":"work_19950097","summary":"We compared the reading-related skills of children with Autism Spectrum Disorders who have hyperlexia (ASD + HPL) with age-matched children with ASD without HPL (ASD -HPL) and with singleword reading-matched typically developing children (TYP). Children with ASD + HPL performed (1) better than did children with ASD -HPL on tasks of single-word reading and pseudoword decoding and equivalently well compared to word-reading-matched TYP children on all reading-related tasks except reading comprehension. It appears that the general underlying model of single-word reading is the same in principle for ''typical'' and hyperlexic reading. Yet, the study revealed some dissimilarities between these two types of reading when more fine-grained cognitive and linguistic abilities were considered; these dissimilarities warrant further investigations.","downloadable_attachments":[{"id":40928834,"asset_id":19950097,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40812635,"first_name":"Donna","last_name":"Macomber","domain_name":"independent","page_name":"DonnaMacomber","display_name":"Donna Macomber","profile_url":"https://independent.academia.edu/DonnaMacomber?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=9471","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=9471","nofollow":true},{"id":2249,"name":"Autism","url":"https://www.academia.edu/Documents/in/Autism?f_ri=9471","nofollow":true},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=9471","nofollow":true},{"id":2674,"name":"Intelligence","url":"https://www.academia.edu/Documents/in/Intelligence?f_ri=9471"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":14180,"name":"Reading Comprehension","url":"https://www.academia.edu/Documents/in/Reading_Comprehension?f_ri=9471"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=9471"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=9471"},{"id":97252,"name":"Comprehension","url":"https://www.academia.edu/Documents/in/Comprehension?f_ri=9471"},{"id":172815,"name":"Aptitude","url":"https://www.academia.edu/Documents/in/Aptitude?f_ri=9471"},{"id":197351,"name":"Awareness","url":"https://www.academia.edu/Documents/in/Awareness?f_ri=9471"},{"id":234882,"name":"Autism Spectrum Disorder","url":"https://www.academia.edu/Documents/in/Autism_Spectrum_Disorder?f_ri=9471"},{"id":546421,"name":"Educational Status","url":"https://www.academia.edu/Documents/in/Educational_Status?f_ri=9471"},{"id":595278,"name":"Word Processing","url":"https://www.academia.edu/Documents/in/Word_Processing?f_ri=9471"},{"id":978643,"name":"Typical Development","url":"https://www.academia.edu/Documents/in/Typical_Development?f_ri=9471"},{"id":1000427,"name":"Reference Values","url":"https://www.academia.edu/Documents/in/Reference_Values?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_37217463" data-work_id="37217463" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/37217463/Arab_World_English_Journal_AWEJ_Volume_9_Number_2_June_2018">Arab World English Journal (AWEJ) Volume 9. Number 2. June 2018</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The present study seeks to contribute to our knowledge of the effectiveness of reading in the incidental learning of collocations. The study also addresses the question whether out-of-class exposure such as watching TV, listening to radio... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37217463" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The present study seeks to contribute to our knowledge of the effectiveness of reading in the incidental learning of collocations. The study also addresses the question whether out-of-class exposure such as watching TV, listening to radio or music, reading English books and using social media plays a significant role in the learning of collocations. The research participants were 46 Arabic-speaking young adult EFL learners. They were asked to read a modified text containing 10 pseudo-word collocations and to verify that all were unfamiliar to them. One week later, they read a text containing the actual 21 target collocations, which had been selected on the basis of appearing in instructional materials and a reference corpus, as well as of frequency. Participants were then asked to complete a meaning-recall cloze test in the form of a gap-filling task in which the 21 target collocations were embedded in sentences. Subsequently they were administered a self-report survey about any incidental exposure to English. The analysis of the quantitative results revealed that the target collocations can be learned incidentally through reading although the level of mastery was limited. The survey data showed a positive correlation between the learners’ knowledge of collocations and activities such as watching TV, listening to radio and reading English books. The study also confirmed that collocations are particularly difficult for adult EFL learners and is thus an aspect of vocabulary knowledge in need of further empirical investigations.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37217463" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fb271932c1ef8588604d33bb8a8a42c3" rel="nofollow" data-download="{"attachment_id":57168206,"asset_id":37217463,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57168206/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24124734" href="https://independent.academia.edu/ArabWorldEnglishJournalAWEJ">Arab World English Journal (AWEJ)</a><script data-card-contents-for-user="24124734" type="text/json">{"id":24124734,"first_name":"Arab World English Journal","last_name":"(AWEJ)","domain_name":"independent","page_name":"ArabWorldEnglishJournalAWEJ","display_name":"Arab World English Journal (AWEJ)","profile_url":"https://independent.academia.edu/ArabWorldEnglishJournalAWEJ?f_ri=9471","photo":"https://0.academia-photos.com/24124734/7201396/8209446/s65_arab_world_english_journal.awej.jpg"}</script></span></span></li><li class="js-paper-rank-work_37217463 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37217463"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37217463, container: ".js-paper-rank-work_37217463", }); });</script></li><li class="js-percentile-work_37217463 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37217463; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_37217463"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_37217463 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="37217463"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37217463; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37217463]").text(description); $(".js-view-count-work_37217463").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_37217463").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="37217463"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5452" rel="nofollow" href="https://www.academia.edu/Documents/in/Incidental_Learning">Incidental Learning</a>, <script data-card-contents-for-ri="5452" type="text/json">{"id":5452,"name":"Incidental Learning","url":"https://www.academia.edu/Documents/in/Incidental_Learning?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25567" rel="nofollow" href="https://www.academia.edu/Documents/in/Collocation">Collocation</a>, <script data-card-contents-for-ri="25567" type="text/json">{"id":25567,"name":"Collocation","url":"https://www.academia.edu/Documents/in/Collocation?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1231439" rel="nofollow" href="https://www.academia.edu/Documents/in/EFL">EFL</a><script data-card-contents-for-ri="1231439" type="text/json">{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=37217463]'), work: {"id":37217463,"title":"Arab World English Journal (AWEJ) Volume 9. Number 2. June 2018","created_at":"2018-08-10T21:50:32.711-07:00","url":"https://www.academia.edu/37217463/Arab_World_English_Journal_AWEJ_Volume_9_Number_2_June_2018?f_ri=9471","dom_id":"work_37217463","summary":"The present study seeks to contribute to our knowledge of the effectiveness of reading in the incidental learning of collocations. The study also addresses the question whether out-of-class exposure such as watching TV, listening to radio or music, reading English books and using social media plays a significant role in the learning of collocations. The research participants were 46 Arabic-speaking young adult EFL learners. They were asked to read a modified text containing 10 pseudo-word collocations and to verify that all were unfamiliar to them. One week later, they read a text containing the actual 21 target collocations, which had been selected on the basis of appearing in instructional materials and a reference corpus, as well as of frequency. Participants were then asked to complete a meaning-recall cloze test in the form of a gap-filling task in which the 21 target collocations were embedded in sentences. Subsequently they were administered a self-report survey about any incidental exposure to English. The analysis of the quantitative results revealed that the target collocations can be learned incidentally through reading although the level of mastery was limited. The survey data showed a positive correlation between the learners’ knowledge of collocations and activities such as watching TV, listening to radio and reading English books. The study also confirmed that collocations are particularly difficult for adult EFL learners and is thus an aspect of vocabulary knowledge in need of further empirical investigations.","downloadable_attachments":[{"id":57168206,"asset_id":37217463,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24124734,"first_name":"Arab World English Journal","last_name":"(AWEJ)","domain_name":"independent","page_name":"ArabWorldEnglishJournalAWEJ","display_name":"Arab World English Journal (AWEJ)","profile_url":"https://independent.academia.edu/ArabWorldEnglishJournalAWEJ?f_ri=9471","photo":"https://0.academia-photos.com/24124734/7201396/8209446/s65_arab_world_english_journal.awej.jpg"}],"research_interests":[{"id":5452,"name":"Incidental Learning","url":"https://www.academia.edu/Documents/in/Incidental_Learning?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":25567,"name":"Collocation","url":"https://www.academia.edu/Documents/in/Collocation?f_ri=9471","nofollow":true},{"id":1231439,"name":"EFL","url":"https://www.academia.edu/Documents/in/EFL?f_ri=9471","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8639281" data-work_id="8639281" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8639281/FOUR_BLOCKS_APPROACH_TO_TEACHING_LITERACY">FOUR-BLOCKS APPROACH TO TEACHING LITERACY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This 8-minute mini-lecture describes the basic elements of the Four-Blocks approach to teaching reading and writing. This is one of the best approach for helping students of varying levels because it recognizes that one size does not fit... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8639281" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This 8-minute mini-lecture describes the basic elements of the Four-Blocks approach to teaching reading and writing.  This is one of the best approach for helping students of varying levels because it recognizes that one size does not fit all.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8639281" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9aaf4be94b82878ef3a995fd9434e582" rel="nofollow" data-download="{"attachment_id":35896458,"asset_id":8639281,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35896458/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="15900569" href="https://mnsu.academia.edu/AndrewJohnson">Andrew Johnson</a><script data-card-contents-for-user="15900569" type="text/json">{"id":15900569,"first_name":"Andrew","last_name":"Johnson","domain_name":"mnsu","page_name":"AndrewJohnson","display_name":"Andrew Johnson","profile_url":"https://mnsu.academia.edu/AndrewJohnson?f_ri=9471","photo":"https://0.academia-photos.com/15900569/4301231/36129999/s65_andrew.johnson.jpg"}</script></span></span></li><li class="js-paper-rank-work_8639281 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8639281"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8639281, container: ".js-paper-rank-work_8639281", }); 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The argument forwarded here is, therefore, that we need to reconceptualize our notion of narrative considerably in order for the concept to be productive in the context of games. This reconceptualization needs to take into account the cybernetic nature of games and thus factor in the experiential dimension of the human as well as the formal properties of the game.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3374382" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6e0e7e79598a8a4b8928439c21da941d" rel="nofollow" data-download="{"attachment_id":31175028,"asset_id":3374382,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/31175028/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3429169" href="https://malta.academia.edu/GordonCalleja">Gordon Calleja</a><script data-card-contents-for-user="3429169" type="text/json">{"id":3429169,"first_name":"Gordon","last_name":"Calleja","domain_name":"malta","page_name":"GordonCalleja","display_name":"Gordon Calleja","profile_url":"https://malta.academia.edu/GordonCalleja?f_ri=9471","photo":"https://0.academia-photos.com/3429169/1166435/17662740/s65_gordon.calleja.jpg"}</script></span></span></li><li class="js-paper-rank-work_3374382 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="3374382"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 3374382, container: ".js-paper-rank-work_3374382", }); 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S. (Eds.) (2012). What every principal needs to know to create equitable and excellent schools. 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The encoding algorithm (programmed in APL) uses empirically determined confusion matrices to activate units in both an alphabetum and a lexicon. In general, predicted performance is enhanced when decisions are based on lexical information, because activity in the lexicon tends to constrain the identity of test letters more than the activity in the alphabetum. Thus, the model predicts large advantages of words over irregular nonwords, and smaller advantages of words over regular nonwords. The predicted differences are close to those obtained in a number of experiments and clearly demonstrate that the effects of manipulating lexicality and orthography can be predicted on the basis of lexical constraint alone. Furthermore, within each class (word, regular nonword, irregular nonword) there are significant correlations between the simulated and obtained performance on individual items. Our activation-verification model is contrasted with interactive activation model.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76263704" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4f861942acffff2ccf1b38407a23088c" rel="nofollow" data-download="{"attachment_id":84023695,"asset_id":76263704,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84023695/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="60065360" href="https://independent.academia.edu/JamesMcDonald49">James McDonald</a><script data-card-contents-for-user="60065360" type="text/json">{"id":60065360,"first_name":"James","last_name":"McDonald","domain_name":"independent","page_name":"JamesMcDonald49","display_name":"James McDonald","profile_url":"https://independent.academia.edu/JamesMcDonald49?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_76263704 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76263704"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76263704, container: ".js-paper-rank-work_76263704", }); 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The encoding algorithm (programmed in APL) uses empirically determined confusion matrices to activate units in both an alphabetum and a lexicon. In general, predicted performance is enhanced when decisions are based on lexical information, because activity in the lexicon tends to constrain the identity of test letters more than the activity in the alphabetum. Thus, the model predicts large advantages of words over irregular nonwords, and smaller advantages of words over regular nonwords. The predicted differences are close to those obtained in a number of experiments and clearly demonstrate that the effects of manipulating lexicality and orthography can be predicted on the basis of lexical constraint alone. Furthermore, within each class (word, regular nonword, irregular nonword) there are significant correlations between the simulated and obtained performance on individual items. Our activation-verification model is contrasted with interactive activation model.","downloadable_attachments":[{"id":84023695,"asset_id":76263704,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":60065360,"first_name":"James","last_name":"McDonald","domain_name":"independent","page_name":"JamesMcDonald49","display_name":"James McDonald","profile_url":"https://independent.academia.edu/JamesMcDonald49?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=9471","nofollow":true},{"id":1206,"name":"Lexicology","url":"https://www.academia.edu/Documents/in/Lexicology?f_ri=9471","nofollow":true},{"id":7968,"name":"Prediction","url":"https://www.academia.edu/Documents/in/Prediction?f_ri=9471"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=9471"},{"id":65140,"name":"Models","url":"https://www.academia.edu/Documents/in/Models?f_ri=9471"},{"id":72150,"name":"Discrimination Learning","url":"https://www.academia.edu/Documents/in/Discrimination_Learning?f_ri=9471"},{"id":82283,"name":"Form perception","url":"https://www.academia.edu/Documents/in/Form_perception?f_ri=9471"},{"id":87626,"name":"Psychological","url":"https://www.academia.edu/Documents/in/Psychological?f_ri=9471"},{"id":90515,"name":"Word Recognition","url":"https://www.academia.edu/Documents/in/Word_Recognition?f_ri=9471"},{"id":119665,"name":"Reaction Time","url":"https://www.academia.edu/Documents/in/Reaction_Time?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_75645300" data-work_id="75645300" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/75645300/Early_motor_development_and_later_language_and_reading_skills_in_children_at_risk_of_familial_dyslexia">Early motor development and later language and reading skills in children at risk of familial dyslexia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Relationships between early motor development and language and reading skills were studied in 154 children, of whom 75 had familial risk of dyslexia (37 females, 38 males; at-risk group) and 79 constituted a control group (32 females, 47... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_75645300" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Relationships between early motor development and language and reading skills were studied in 154 children, of whom 75 had familial risk of dyslexia (37 females, 38 males; at-risk group) and 79 constituted a control group (32 females, 47 males). Motor development was assessed by a structured parental questionnaire during the child&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s first year of life. Vocabulary and inflectional morphology skills were used as early indicators of language skills at 3 years 6 months and 5 years or 5 years 6 months of age, and reading speed was used as a later indicator of reading skills at 7 years of age. The same subgroups as in our earlier study (in which the cluster analysis was described) were used in this study. The three subgroups of the control group were &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;fast motor development&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;, &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;slow fine motor development&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;, and &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;slow gross motor development&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;, and the two subgroups of the at-risk group were &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;slow motor development&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; and &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;fast motor development&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;. A significant difference was found between the development of expressive language skills. Children with familial risk of dyslexia and slow motor development had a smaller vocabulary with poorer inflectional skills than the other children. They were also slower in their reading speed at the end of the first grade at the age of 7 years. Two different associations are discussed, namely the connection between early motor development and language development, and the connection between early motor development and reading speed.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/75645300" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="31308504" href="https://independent.academia.edu/HeikkiLyytinen">Heikki Lyytinen</a><script data-card-contents-for-user="31308504" type="text/json">{"id":31308504,"first_name":"Heikki","last_name":"Lyytinen","domain_name":"independent","page_name":"HeikkiLyytinen","display_name":"Heikki Lyytinen","profile_url":"https://independent.academia.edu/HeikkiLyytinen?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_75645300 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="75645300"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 75645300, container: ".js-paper-rank-work_75645300", }); });</script></li><li class="js-percentile-work_75645300 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 75645300; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_75645300"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_75645300 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="75645300"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 75645300; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=75645300]").text(description); $(".js-view-count-work_75645300").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_75645300").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="75645300"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4117" rel="nofollow" href="https://www.academia.edu/Documents/in/Motor_Development">Motor Development</a>, <script data-card-contents-for-ri="4117" type="text/json">{"id":4117,"name":"Motor Development","url":"https://www.academia.edu/Documents/in/Motor_Development?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25052" rel="nofollow" href="https://www.academia.edu/Documents/in/Dyslexia">Dyslexia</a><script data-card-contents-for-ri="25052" type="text/json">{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=75645300]'), work: {"id":75645300,"title":"Early motor development and later language and reading skills in children at risk of familial dyslexia","created_at":"2022-04-06T09:47:44.089-07:00","url":"https://www.academia.edu/75645300/Early_motor_development_and_later_language_and_reading_skills_in_children_at_risk_of_familial_dyslexia?f_ri=9471","dom_id":"work_75645300","summary":"Relationships between early motor development and language and reading skills were studied in 154 children, of whom 75 had familial risk of dyslexia (37 females, 38 males; at-risk group) and 79 constituted a control group (32 females, 47 males). Motor development was assessed by a structured parental questionnaire during the child\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s first year of life. Vocabulary and inflectional morphology skills were used as early indicators of language skills at 3 years 6 months and 5 years or 5 years 6 months of age, and reading speed was used as a later indicator of reading skills at 7 years of age. The same subgroups as in our earlier study (in which the cluster analysis was described) were used in this study. The three subgroups of the control group were \u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;fast motor development\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;, \u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;slow fine motor development\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;, and \u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;slow gross motor development\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;, and the two subgroups of the at-risk group were \u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;slow motor development\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; and \u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;fast motor development\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;. A significant difference was found between the development of expressive language skills. Children with familial risk of dyslexia and slow motor development had a smaller vocabulary with poorer inflectional skills than the other children. They were also slower in their reading speed at the end of the first grade at the age of 7 years. Two different associations are discussed, namely the connection between early motor development and language development, and the connection between early motor development and reading speed.","downloadable_attachments":[],"ordered_authors":[{"id":31308504,"first_name":"Heikki","last_name":"Lyytinen","domain_name":"independent","page_name":"HeikkiLyytinen","display_name":"Heikki Lyytinen","profile_url":"https://independent.academia.edu/HeikkiLyytinen?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true},{"id":4117,"name":"Motor Development","url":"https://www.academia.edu/Documents/in/Motor_Development?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=9471","nofollow":true},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=9471"},{"id":28663,"name":"Language disorders","url":"https://www.academia.edu/Documents/in/Language_disorders?f_ri=9471"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=9471"},{"id":192721,"name":"Risk factors","url":"https://www.academia.edu/Documents/in/Risk_factors?f_ri=9471"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=9471"},{"id":375296,"name":"Observer Variation","url":"https://www.academia.edu/Documents/in/Observer_Variation?f_ri=9471"},{"id":413195,"name":"Time Factors","url":"https://www.academia.edu/Documents/in/Time_Factors?f_ri=9471"},{"id":620049,"name":"Risk Factors","url":"https://www.academia.edu/Documents/in/Risk_Factors-1?f_ri=9471"},{"id":2463800,"name":"Severity of Illness Index","url":"https://www.academia.edu/Documents/in/Severity_of_Illness_Index?f_ri=9471"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=9471"},{"id":3693190,"name":"mass Screening","url":"https://www.academia.edu/Documents/in/mass_Screening?f_ri=9471"},{"id":3763225,"name":"Medical and Health Sciences","url":"https://www.academia.edu/Documents/in/Medical_and_Health_Sciences?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_73541929" data-work_id="73541929" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/73541929/Accommodation_and_Related_Risk_Factors_Associated_With_Myopia_Progression_and_Their_Interaction_With_Treatment_In_COMET_Children">Accommodation and Related Risk Factors Associated With Myopia Progression and Their Interaction With Treatment In COMET Children</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">METHODS. COMET enrolled 469 ethnically diverse children (ages, 611 years) with myopia between 1.25 and 4.50 D. They were randomly assigned to either progressive addition lenses (PALs) with a +2.00 addition (n = 235) or single vision... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_73541929" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">METHODS. COMET enrolled 469 ethnically diverse children (ages, 611 years) with myopia between 1.25 and 4.50 D. They were randomly assigned to either progressive addition lenses (PALs) with a +2.00 addition (n = 235) or single vision lenses (SVLs; n = 234), the ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/73541929" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="031fea7a9d3e287fbb6326074c65e380" rel="nofollow" data-download="{"attachment_id":82024433,"asset_id":73541929,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/82024433/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="165125798" href="https://independent.academia.edu/MohamedHussein498">Mohamed Hussein</a><script data-card-contents-for-user="165125798" type="text/json">{"id":165125798,"first_name":"Mohamed","last_name":"Hussein","domain_name":"independent","page_name":"MohamedHussein498","display_name":"Mohamed Hussein","profile_url":"https://independent.academia.edu/MohamedHussein498?f_ri=9471","photo":"https://gravatar.com/avatar/7198a15ce789df86010483a2ca35be66?s=65"}</script></span></span></li><li class="js-paper-rank-work_73541929 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="73541929"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 73541929, container: ".js-paper-rank-work_73541929", }); 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Sciences","url":"https://www.academia.edu/Documents/in/Medical_and_Health_Sciences?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_67993419" data-work_id="67993419" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/67993419/ERP_correlates_of_lexical_analysis_N280_reflects_processing_complexity_rather_than_category_or_frequency_effects">ERP correlates of lexical analysis: N280 reflects processing complexity rather than category or frequency effects</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In the context of language processing, the N280 is an anterior negative event-related potential pro¢le associated with the lexical categorization of grammatical function words versus content words. Subsequent studies suggested that this... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_67993419" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In the context of language processing, the N280 is an anterior negative event-related potential pro¢le associated with the lexical categorization of grammatical function words versus content words. Subsequent studies suggested that this e¡ect was related to word statistics including length and frequency in the lexicon.The current research tests the hypothesis that the N280 e¡ect is related to an index of grammatical complexity. We recorded event-related potentials during a sentence reading task. Comparing content versus function words revealed the classic N280. Within function words, we compared the relative pronouns 'qui' and 'que' (which are identical for length and frequency) that in French indicate a subsequent simple (subject^subject) and complex (subject^object) relative clause, respectively. A left anterior N280 e¡ect was observed only for 'que', supporting our hypothesis that the N280 re£ects grammatical complexity that can be confounded with lexical category and statistical properties. NeuroReport16:1435^1438</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/67993419" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ecc18d650eda7b3c0223507745ee267a" rel="nofollow" data-download="{"attachment_id":78632160,"asset_id":67993419,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78632160/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="38062958" href="https://universite-lyon.academia.edu/PeterFordDominey">Peter Ford Dominey</a><script data-card-contents-for-user="38062958" type="text/json">{"id":38062958,"first_name":"Peter Ford","last_name":"Dominey","domain_name":"universite-lyon","page_name":"PeterFordDominey","display_name":"Peter Ford Dominey","profile_url":"https://universite-lyon.academia.edu/PeterFordDominey?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_67993419 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="67993419"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 67993419, container: ".js-paper-rank-work_67993419", }); 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$(".js-view-count[data-work-id=67993419]").text(description); $(".js-view-count-work_67993419").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_67993419").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="67993419"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2007" rel="nofollow" href="https://www.academia.edu/Documents/in/Electrophysiology">Electrophysiology</a>, <script data-card-contents-for-ri="2007" type="text/json">{"id":2007,"name":"Electrophysiology","url":"https://www.academia.edu/Documents/in/Electrophysiology?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2349" rel="nofollow" href="https://www.academia.edu/Documents/in/Semantics">Semantics</a>, <script data-card-contents-for-ri="2349" type="text/json">{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6671" rel="nofollow" href="https://www.academia.edu/Documents/in/Syntax">Syntax</a><script data-card-contents-for-ri="6671" type="text/json">{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=67993419]'), work: {"id":67993419,"title":"ERP correlates of lexical analysis: N280 reflects processing complexity rather than category or frequency effects","created_at":"2022-01-13T11:44:04.927-08:00","url":"https://www.academia.edu/67993419/ERP_correlates_of_lexical_analysis_N280_reflects_processing_complexity_rather_than_category_or_frequency_effects?f_ri=9471","dom_id":"work_67993419","summary":"In the context of language processing, the N280 is an anterior negative event-related potential pro¢le associated with the lexical categorization of grammatical function words versus content words. Subsequent studies suggested that this e¡ect was related to word statistics including length and frequency in the lexicon.The current research tests the hypothesis that the N280 e¡ect is related to an index of grammatical complexity. We recorded event-related potentials during a sentence reading task. Comparing content versus function words revealed the classic N280. Within function words, we compared the relative pronouns 'qui' and 'que' (which are identical for length and frequency) that in French indicate a subsequent simple (subject^subject) and complex (subject^object) relative clause, respectively. A left anterior N280 e¡ect was observed only for 'que', supporting our hypothesis that the N280 re£ects grammatical complexity that can be confounded with lexical category and statistical properties. NeuroReport16:1435^1438","downloadable_attachments":[{"id":78632160,"asset_id":67993419,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":38062958,"first_name":"Peter Ford","last_name":"Dominey","domain_name":"universite-lyon","page_name":"PeterFordDominey","display_name":"Peter Ford Dominey","profile_url":"https://universite-lyon.academia.edu/PeterFordDominey?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true},{"id":2007,"name":"Electrophysiology","url":"https://www.academia.edu/Documents/in/Electrophysiology?f_ri=9471","nofollow":true},{"id":2349,"name":"Semantics","url":"https://www.academia.edu/Documents/in/Semantics?f_ri=9471","nofollow":true},{"id":6671,"name":"Syntax","url":"https://www.academia.edu/Documents/in/Syntax?f_ri=9471","nofollow":true},{"id":8367,"name":"Complexity","url":"https://www.academia.edu/Documents/in/Complexity?f_ri=9471"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":10904,"name":"Electroencephalography","url":"https://www.academia.edu/Documents/in/Electroencephalography?f_ri=9471"},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=9471"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=9471"},{"id":18573,"name":"Categorization","url":"https://www.academia.edu/Documents/in/Categorization?f_ri=9471"},{"id":36837,"name":"Information Processing","url":"https://www.academia.edu/Documents/in/Information_Processing?f_ri=9471"},{"id":78467,"name":"Cerebral Cortex","url":"https://www.academia.edu/Documents/in/Cerebral_Cortex?f_ri=9471"},{"id":152087,"name":"Word","url":"https://www.academia.edu/Documents/in/Word?f_ri=9471"},{"id":968586,"name":"Visual Evoked Potentials","url":"https://www.academia.edu/Documents/in/Visual_Evoked_Potentials?f_ri=9471"},{"id":988977,"name":"Lexical Analysis","url":"https://www.academia.edu/Documents/in/Lexical_Analysis?f_ri=9471"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65653850" data-work_id="65653850" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" rel="nofollow" href="https://www.academia.edu/65653850/Timor_Leste_An_analysis_of_early_grade_reading_acquisition">Timor-Leste - An analysis of early grade reading acquisition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This report examines the status of reading acquisition in Timor-Leste&#39;s primary schools. It is written for education stakeholders and policy makers in Timor-Leste, including government officials, politicians, educators, parents,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65653850" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This report examines the status of reading acquisition in Timor-Leste&#39;s primary schools. It is written for education stakeholders and policy makers in Timor-Leste, including government officials, politicians, educators, parents, Timor-Leste&#39;s donor partners and Non Governmental Organizations (NGOs) active in the country. Because the report is aimed at those who are already familiar with the education system in Timor-Leste, it will not attempt to describe the education system, its history, or the issues, with one important exception, that policy makers and stakeholders are currently confronting. One issue in Timor-Leste, however, merits special mention in the context of this analysis. Approximately 30 percent of primary school age children in Timor-Leste are not enrolled in primary school because they never started school or have dropped out. This study assesses the reading ability only of those children who are in school. The findings show significant problems with reading a...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65653850" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2569895" href="https://fsu.academia.edu/EricaAmorim">Erica Amorim</a><script data-card-contents-for-user="2569895" type="text/json">{"id":2569895,"first_name":"Erica","last_name":"Amorim","domain_name":"fsu","page_name":"EricaAmorim","display_name":"Erica Amorim","profile_url":"https://fsu.academia.edu/EricaAmorim?f_ri=9471","photo":"https://0.academia-photos.com/2569895/804162/1828784/s65_erica.amorim.jpeg"}</script></span></span></li><li class="js-paper-rank-work_65653850 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65653850"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65653850, container: ".js-paper-rank-work_65653850", }); });</script></li><li class="js-percentile-work_65653850 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65653850; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_65653850"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_65653850 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="65653850"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65653850; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65653850]").text(description); $(".js-view-count-work_65653850").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_65653850").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="65653850"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="29812" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading_Assessment">Reading Assessment</a><script data-card-contents-for-ri="29812" type="text/json">{"id":29812,"name":"Reading Assessment","url":"https://www.academia.edu/Documents/in/Reading_Assessment?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=65653850]'), work: {"id":65653850,"title":"Timor-Leste - An analysis of early grade reading acquisition","created_at":"2021-12-23T02:33:53.646-08:00","url":"https://www.academia.edu/65653850/Timor_Leste_An_analysis_of_early_grade_reading_acquisition?f_ri=9471","dom_id":"work_65653850","summary":"This report examines the status of reading acquisition in Timor-Leste\u0026#39;s primary schools. It is written for education stakeholders and policy makers in Timor-Leste, including government officials, politicians, educators, parents, Timor-Leste\u0026#39;s donor partners and Non Governmental Organizations (NGOs) active in the country. Because the report is aimed at those who are already familiar with the education system in Timor-Leste, it will not attempt to describe the education system, its history, or the issues, with one important exception, that policy makers and stakeholders are currently confronting. One issue in Timor-Leste, however, merits special mention in the context of this analysis. Approximately 30 percent of primary school age children in Timor-Leste are not enrolled in primary school because they never started school or have dropped out. This study assesses the reading ability only of those children who are in school. The findings show significant problems with reading a...","downloadable_attachments":[],"ordered_authors":[{"id":2569895,"first_name":"Erica","last_name":"Amorim","domain_name":"fsu","page_name":"EricaAmorim","display_name":"Erica Amorim","profile_url":"https://fsu.academia.edu/EricaAmorim?f_ri=9471","photo":"https://0.academia-photos.com/2569895/804162/1828784/s65_erica.amorim.jpeg"}],"research_interests":[{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":29812,"name":"Reading Assessment","url":"https://www.academia.edu/Documents/in/Reading_Assessment?f_ri=9471","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_1643987" data-work_id="1643987" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/1643987/Enhanced_visual_functioning_in_autism_An_ALE_meta_analysis">Enhanced visual functioning in autism: An ALE meta-analysis</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Autistics often exhibit enhanced perceptual abilities when engaged in visual search, visual discrimination, and embedded figure detection. In similar fashion, while performing a range of perceptual or cognitive tasks, autistics display... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_1643987" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Autistics often exhibit enhanced perceptual abilities when engaged in visual search, visual discrimination, and embedded figure detection. In similar fashion, while performing a range of perceptual or cognitive tasks, autistics display stronger physiological engagement of the visual system than do non-autistics. To account for these findings, the Enhanced Perceptual Functioning Model proposes that enhanced autistic performance in basic perceptual tasks results from stronger engagement of sensory processing mechanisms, a situation that may facilitate an atypically prominent role for perceptual mechanisms in supporting cognition. Using quantitative meta-analysis of published functional imaging studies from which Activation Likelihood Estimation maps were computed, we asked whether autism is associated with enhanced task-related activity for a broad range of visual tasks. To determine whether atypical engagement of visual processing is a general or domain-specific phenomenon, we examined three different visual processing domains: faces, objects, and words. Overall, we observed more activity in autistics compared to non-autistics in temporal, occipital, and parietal regions. In contrast, autistics exhibited less activity in frontal cortex. The spatial distribution of the observed differential between-group patterns varied across processing domains. Autism may be characterized by enhanced functional resource allocation in regions associated with visual processing and expertise. Atypical adult organizational patterns may reflect underlying differences in developmental neural plasticity that can result in aspects of the autistic phenotype, including enhanced visual skills, atypical face processing, and hyperlexia. Hum Brain Mapp, 2011 © 2011 Wiley-Liss, Inc.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/1643987" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="efd7870c3d2ee77eb7bedee97c8529ce" rel="nofollow" data-download="{"attachment_id":50886066,"asset_id":1643987,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/50886066/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1066276" href="https://mgh.academia.edu/TomZeffiro">Tom Zeffiro</a><script data-card-contents-for-user="1066276" type="text/json">{"id":1066276,"first_name":"Tom","last_name":"Zeffiro","domain_name":"mgh","page_name":"TomZeffiro","display_name":"Tom Zeffiro","profile_url":"https://mgh.academia.edu/TomZeffiro?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_1643987 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="1643987"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 1643987, container: ".js-paper-rank-work_1643987", }); 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In similar fashion, while performing a range of perceptual or cognitive tasks, autistics display stronger physiological engagement of the visual system than do non-autistics. To account for these findings, the Enhanced Perceptual Functioning Model proposes that enhanced autistic performance in basic perceptual tasks results from stronger engagement of sensory processing mechanisms, a situation that may facilitate an atypically prominent role for perceptual mechanisms in supporting cognition. Using quantitative meta-analysis of published functional imaging studies from which Activation Likelihood Estimation maps were computed, we asked whether autism is associated with enhanced task-related activity for a broad range of visual tasks. To determine whether atypical engagement of visual processing is a general or domain-specific phenomenon, we examined three different visual processing domains: faces, objects, and words. Overall, we observed more activity in autistics compared to non-autistics in temporal, occipital, and parietal regions. In contrast, autistics exhibited less activity in frontal cortex. The spatial distribution of the observed differential between-group patterns varied across processing domains. Autism may be characterized by enhanced functional resource allocation in regions associated with visual processing and expertise. Atypical adult organizational patterns may reflect underlying differences in developmental neural plasticity that can result in aspects of the autistic phenotype, including enhanced visual skills, atypical face processing, and hyperlexia. Hum Brain Mapp, 2011 © 2011 Wiley-Liss, Inc.","downloadable_attachments":[{"id":50886066,"asset_id":1643987,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1066276,"first_name":"Tom","last_name":"Zeffiro","domain_name":"mgh","page_name":"TomZeffiro","display_name":"Tom Zeffiro","profile_url":"https://mgh.academia.edu/TomZeffiro?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=9471","nofollow":true},{"id":2380,"name":"Plasticity","url":"https://www.academia.edu/Documents/in/Plasticity?f_ri=9471","nofollow":true},{"id":5359,"name":"Visual perception","url":"https://www.academia.edu/Documents/in/Visual_perception?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":52176,"name":"Brain Mapping","url":"https://www.academia.edu/Documents/in/Brain_Mapping?f_ri=9471"},{"id":59692,"name":"Vision","url":"https://www.academia.edu/Documents/in/Vision?f_ri=9471"},{"id":61474,"name":"Brain","url":"https://www.academia.edu/Documents/in/Brain?f_ri=9471"},{"id":685368,"name":"Human Brain Mapping","url":"https://www.academia.edu/Documents/in/Human_Brain_Mapping?f_ri=9471"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=9471"},{"id":2489699,"name":"Autistic disorder","url":"https://www.academia.edu/Documents/in/Autistic_disorder?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_29028375 coauthored" data-work_id="29028375" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/29028375/Assessing_the_effectiveness_of_summer_reading_programs">Assessing the effectiveness of summer reading programs</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/29028375" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0b8dacb14d579a7a2f7eee011861e701" rel="nofollow" data-download="{"attachment_id":49477937,"asset_id":29028375,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/49477937/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="89077" href="https://unic.academia.edu/ElenaPapanastasiou">Elena C . 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David Pearson","profile_url":"https://berkeley.academia.edu/PDavidPearson?f_ri=9471","photo":"https://0.academia-photos.com/3287547/14998644/15739441/s65_p._david.pearson.jpg"}],"research_interests":[{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":220096,"name":"HLM","url":"https://www.academia.edu/Documents/in/HLM?f_ri=9471","nofollow":true},{"id":1130636,"name":"Reading Programs","url":"https://www.academia.edu/Documents/in/Reading_Programs?f_ri=9471","nofollow":true},{"id":1287432,"name":"Summer Reading Loss","url":"https://www.academia.edu/Documents/in/Summer_Reading_Loss?f_ri=9471","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_21726744" data-work_id="21726744" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/21726744/So_Many_Materials_So_Little_Time_A_Checklist_to_Select_Printed_Patient_Education_Materials_for_Clinical_Practice">So Many Materials, So Little Time: A Checklist to Select Printed Patient Education Materials for Clinical Practice</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/21726744" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a9dc67b31e132fce3f4d54f21e9e287d" rel="nofollow" data-download="{"attachment_id":42483679,"asset_id":21726744,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42483679/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42917387" href="https://independent.academia.edu/JamiFraze">Jami Fraze</a><script data-card-contents-for-user="42917387" type="text/json">{"id":42917387,"first_name":"Jami","last_name":"Fraze","domain_name":"independent","page_name":"JamiFraze","display_name":"Jami Fraze","profile_url":"https://independent.academia.edu/JamiFraze?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_21726744 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="21726744"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 21726744, container: ".js-paper-rank-work_21726744", }); 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$(".js-view-count[data-work-id=21726744]").text(description); $(".js-view-count-work_21726744").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_21726744").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="21726744"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="588" rel="nofollow" href="https://www.academia.edu/Documents/in/Nursing">Nursing</a>, <script data-card-contents-for-ri="588" type="text/json">{"id":588,"name":"Nursing","url":"https://www.academia.edu/Documents/in/Nursing?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12500" rel="nofollow" href="https://www.academia.edu/Documents/in/Midwifery">Midwifery</a>, <script data-card-contents-for-ri="12500" type="text/json">{"id":12500,"name":"Midwifery","url":"https://www.academia.edu/Documents/in/Midwifery?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="43774" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning">Learning</a><script data-card-contents-for-ri="43774" type="text/json">{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=21726744]'), work: {"id":21726744,"title":"So Many Materials, So Little Time: A Checklist to Select Printed Patient Education Materials for Clinical Practice","created_at":"2016-02-09T05:11:16.635-08:00","url":"https://www.academia.edu/21726744/So_Many_Materials_So_Little_Time_A_Checklist_to_Select_Printed_Patient_Education_Materials_for_Clinical_Practice?f_ri=9471","dom_id":"work_21726744","summary":null,"downloadable_attachments":[{"id":42483679,"asset_id":21726744,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42917387,"first_name":"Jami","last_name":"Fraze","domain_name":"independent","page_name":"JamiFraze","display_name":"Jami Fraze","profile_url":"https://independent.academia.edu/JamiFraze?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":588,"name":"Nursing","url":"https://www.academia.edu/Documents/in/Nursing?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":12500,"name":"Midwifery","url":"https://www.academia.edu/Documents/in/Midwifery?f_ri=9471","nofollow":true},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=9471","nofollow":true},{"id":410370,"name":"Public health systems and services research","url":"https://www.academia.edu/Documents/in/Public_health_systems_and_services_research-1?f_ri=9471"},{"id":643282,"name":"Teaching Materials","url":"https://www.academia.edu/Documents/in/Teaching_Materials?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71805284" data-work_id="71805284" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71805284/Intervention_for_a_multi_character_processing_deficit_in_a_Greek_speaking_child_with_surface_dyslexia">Intervention for a multi-character processing deficit in a Greek-speaking child with surface dyslexia</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A case study with a 12-year-old boy, R.F., who was a monolingual speaker of Greek is reported. R.F. showed slow word reading and a difficulty in spelling irregular words but not nonwords. Assessments revealed that R.F. did not appear to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71805284" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A case study with a 12-year-old boy, R.F., who was a monolingual speaker of Greek is reported. R.F. showed slow word reading and a difficulty in spelling irregular words but not nonwords. Assessments revealed that R.F. did not appear to have a phonological deficit, but indicated impaired multicharacter processing ability for visually presented letter arrays. On the basis of previous research linking multicharacter processing and reading we developed an intervention aimed at improving R.F.’s ability to report letter arrays of increasing length. Following a 9-week programme, improvement was observed, and investigation of R.F.’s reading revealed gains in single word reading speed and accuracy. The findings support the significance of intervention studies for testing hypotheses regarding causal relationships among cognitive processes and the notion of specific profiles of developmental dyslexia/dysgraphia in both opaque and transparent orthographies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71805284" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="213f478bb56292018aaa58c900f92315" rel="nofollow" data-download="{"attachment_id":81000712,"asset_id":71805284,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/81000712/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="205099367" href="https://independent.academia.edu/GeorgiaNiolaki">Georgia Niolaki</a><script data-card-contents-for-user="205099367" type="text/json">{"id":205099367,"first_name":"Georgia","last_name":"Niolaki","domain_name":"independent","page_name":"GeorgiaNiolaki","display_name":"Georgia Niolaki","profile_url":"https://independent.academia.edu/GeorgiaNiolaki?f_ri=9471","photo":"https://0.academia-photos.com/205099367/65748453/54089582/s65_georgia.niolaki.jpeg"}</script></span></span></li><li class="js-paper-rank-work_71805284 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71805284"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71805284, container: ".js-paper-rank-work_71805284", }); });</script></li><li class="js-percentile-work_71805284 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71805284; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71805284"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71805284 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71805284"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71805284; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71805284]").text(description); $(".js-view-count-work_71805284").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71805284").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71805284"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2139" rel="nofollow" href="https://www.academia.edu/Documents/in/Phonetics">Phonetics</a>, <script data-card-contents-for-ri="2139" type="text/json">{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="8780" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Neuropsychology">Cognitive Neuropsychology</a><script data-card-contents-for-ri="8780" type="text/json">{"id":8780,"name":"Cognitive Neuropsychology","url":"https://www.academia.edu/Documents/in/Cognitive_Neuropsychology?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71805284]'), work: {"id":71805284,"title":"Intervention for a multi-character processing deficit in a Greek-speaking child with surface dyslexia","created_at":"2022-02-18T07:54:04.026-08:00","url":"https://www.academia.edu/71805284/Intervention_for_a_multi_character_processing_deficit_in_a_Greek_speaking_child_with_surface_dyslexia?f_ri=9471","dom_id":"work_71805284","summary":"A case study with a 12-year-old boy, R.F., who was a monolingual speaker of Greek is reported. R.F. showed slow word reading and a difficulty in spelling irregular words but not nonwords. Assessments revealed that R.F. did not appear to have a phonological deficit, but indicated impaired multicharacter processing ability for visually presented letter arrays. On the basis of previous research linking multicharacter processing and reading we developed an intervention aimed at improving R.F.’s ability to report letter arrays of increasing length. Following a 9-week programme, improvement was observed, and investigation of R.F.’s reading revealed gains in single word reading speed and accuracy. The findings support the significance of intervention studies for testing hypotheses regarding causal relationships among cognitive processes and the notion of specific profiles of developmental dyslexia/dysgraphia in both opaque and transparent orthographies.","downloadable_attachments":[{"id":81000712,"asset_id":71805284,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":205099367,"first_name":"Georgia","last_name":"Niolaki","domain_name":"independent","page_name":"GeorgiaNiolaki","display_name":"Georgia Niolaki","profile_url":"https://independent.academia.edu/GeorgiaNiolaki?f_ri=9471","photo":"https://0.academia-photos.com/205099367/65748453/54089582/s65_georgia.niolaki.jpeg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true},{"id":2139,"name":"Phonetics","url":"https://www.academia.edu/Documents/in/Phonetics?f_ri=9471","nofollow":true},{"id":8780,"name":"Cognitive Neuropsychology","url":"https://www.academia.edu/Documents/in/Cognitive_Neuropsychology?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":12426,"name":"Treatment Outcome","url":"https://www.academia.edu/Documents/in/Treatment_Outcome?f_ri=9471"},{"id":18174,"name":"Language","url":"https://www.academia.edu/Documents/in/Language?f_ri=9471"},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=9471"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=9471"},{"id":525428,"name":"Agraphia","url":"https://www.academia.edu/Documents/in/Agraphia?f_ri=9471"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=9471"},{"id":1415133,"name":"Verbal Learning","url":"https://www.academia.edu/Documents/in/Verbal_Learning?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69628934" data-work_id="69628934" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69628934/Lexical_Preactivation_in_Basic_Linguistic_Phrases">Lexical Preactivation in Basic Linguistic Phrases</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">■ Many previous studies have shown that predictable words are read faster and lead to reduced neural activation, consistent with a model of reading in which words are activated in advance of being encountered. The nature of such... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69628934" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">■ Many previous studies have shown that predictable words are read faster and lead to reduced neural activation, consistent with a model of reading in which words are activated in advance of being encountered. The nature of such preactivation, however, has typ-ically been studied indirectly through its subsequent effect on word recognition. Here, we use magnetoencephalography to study the dynamics of prediction within serially presented adjective–noun phrases, beginning at the point at which the pre-dictive information is first available to the reader. Using corpus transitional probability to estimate the predictability of a noun, we found an increase in activity in the left middle temporal gyrus in response to the presentation of highly predictive adjectives (i.e., adjectives that license a strong noun prediction). Moreover, we found that adjective predictivity and expected noun frequency interacted, such that the response to the highly predictive adjec-tives (e.g., stainless) was ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69628934" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="aeba0b9ad537182554bc2de50015f3b4" rel="nofollow" data-download="{"attachment_id":79650896,"asset_id":69628934,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79650896/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33442100" href="https://nyu.academia.edu/AlecMarantz">Alec Marantz</a><script data-card-contents-for-user="33442100" type="text/json">{"id":33442100,"first_name":"Alec","last_name":"Marantz","domain_name":"nyu","page_name":"AlecMarantz","display_name":"Alec Marantz","profile_url":"https://nyu.academia.edu/AlecMarantz?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_69628934 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69628934"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69628934, container: ".js-paper-rank-work_69628934", }); });</script></li><li class="js-percentile-work_69628934 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69628934; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69628934"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69628934 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69628934"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69628934; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69628934]").text(description); $(".js-view-count-work_69628934").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69628934").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69628934"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="422" rel="nofollow" href="https://www.academia.edu/Documents/in/Computer_Science">Computer Science</a>, <script data-card-contents-for-ri="422" type="text/json">{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" rel="nofollow" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a><script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69628934]'), work: {"id":69628934,"title":"Lexical Preactivation in Basic Linguistic Phrases","created_at":"2022-01-27T05:34:16.769-08:00","url":"https://www.academia.edu/69628934/Lexical_Preactivation_in_Basic_Linguistic_Phrases?f_ri=9471","dom_id":"work_69628934","summary":"■ Many previous studies have shown that predictable words are read faster and lead to reduced neural activation, consistent with a model of reading in which words are activated in advance of being encountered. The nature of such preactivation, however, has typ-ically been studied indirectly through its subsequent effect on word recognition. Here, we use magnetoencephalography to study the dynamics of prediction within serially presented adjective–noun phrases, beginning at the point at which the pre-dictive information is first available to the reader. Using corpus transitional probability to estimate the predictability of a noun, we found an increase in activity in the left middle temporal gyrus in response to the presentation of highly predictive adjectives (i.e., adjectives that license a strong noun prediction). Moreover, we found that adjective predictivity and expected noun frequency interacted, such that the response to the highly predictive adjec-tives (e.g., stainless) was ...","downloadable_attachments":[{"id":79650896,"asset_id":69628934,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33442100,"first_name":"Alec","last_name":"Marantz","domain_name":"nyu","page_name":"AlecMarantz","display_name":"Alec Marantz","profile_url":"https://nyu.academia.edu/AlecMarantz?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true},{"id":422,"name":"Computer Science","url":"https://www.academia.edu/Documents/in/Computer_Science?f_ri=9471","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=9471","nofollow":true},{"id":5356,"name":"Magnetoencephalography","url":"https://www.academia.edu/Documents/in/Magnetoencephalography?f_ri=9471"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":21548,"name":"Cognitive Neuroscience","url":"https://www.academia.edu/Documents/in/Cognitive_Neuroscience?f_ri=9471"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=9471"},{"id":28576,"name":"Prefrontal Cortex","url":"https://www.academia.edu/Documents/in/Prefrontal_Cortex?f_ri=9471"},{"id":57557,"name":"Temporal Lobe","url":"https://www.academia.edu/Documents/in/Temporal_Lobe?f_ri=9471"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=9471"},{"id":1239755,"name":"Neurosciences","url":"https://www.academia.edu/Documents/in/Neurosciences?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65199543" data-work_id="65199543" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65199543/When_Is_the_Unfamiliar_the_Uncanny_Meaning_Affirmation_After_Exposure_to_Absurdist_Literature_Humor_and_Art">When Is the Unfamiliar the Uncanny? Meaning Affirmation After Exposure to Absurdist Literature, Humor, and Art</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The Meaning Maintenance Model asserts that following a meaning threat, people will affirm any meaning,frameworks,that are available. Three experiments tested 1) whether people affirm alternative meaning,frameworks,after reading absurdist... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65199543" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The Meaning Maintenance Model asserts that following a meaning threat, people will affirm any meaning,frameworks,that are available. Three experiments tested 1) whether people affirm alternative meaning,frameworks,after reading absurdist literature; 2) the role of expectations in determining whether absurdities are threatening; 3) whether people have a heightened need for meaning following exposure to absurdist art. In Study 1, participants who</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65199543" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9e34456832d0f336008b2f7cfcd059ba" rel="nofollow" data-download="{"attachment_id":76902542,"asset_id":65199543,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/76902542/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="141325678" href="https://independent.academia.edu/TorinProulx">Torin Proulx</a><script data-card-contents-for-user="141325678" type="text/json">{"id":141325678,"first_name":"Torin","last_name":"Proulx","domain_name":"independent","page_name":"TorinProulx","display_name":"Torin Proulx","profile_url":"https://independent.academia.edu/TorinProulx?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_65199543 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65199543"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65199543, container: ".js-paper-rank-work_65199543", }); });</script></li><li class="js-percentile-work_65199543 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65199543; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_65199543"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_65199543 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="65199543"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 65199543; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=65199543]").text(description); $(".js-view-count-work_65199543").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_65199543").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="65199543"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="867" rel="nofollow" href="https://www.academia.edu/Documents/in/Perception">Perception</a>, <script data-card-contents-for-ri="867" type="text/json">{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1236" rel="nofollow" href="https://www.academia.edu/Documents/in/Art">Art</a><script data-card-contents-for-ri="1236" type="text/json">{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=65199543]'), work: {"id":65199543,"title":"When Is the Unfamiliar the Uncanny? Meaning Affirmation After Exposure to Absurdist Literature, Humor, and Art","created_at":"2021-12-20T07:51:01.448-08:00","url":"https://www.academia.edu/65199543/When_Is_the_Unfamiliar_the_Uncanny_Meaning_Affirmation_After_Exposure_to_Absurdist_Literature_Humor_and_Art?f_ri=9471","dom_id":"work_65199543","summary":"The Meaning Maintenance Model asserts that following a meaning threat, people will affirm any meaning,frameworks,that are available. Three experiments tested 1) whether people affirm alternative meaning,frameworks,after reading absurdist literature; 2) the role of expectations in determining whether absurdities are threatening; 3) whether people have a heightened need for meaning following exposure to absurdist art. In Study 1, participants who","downloadable_attachments":[{"id":76902542,"asset_id":65199543,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":141325678,"first_name":"Torin","last_name":"Proulx","domain_name":"independent","page_name":"TorinProulx","display_name":"Torin Proulx","profile_url":"https://independent.academia.edu/TorinProulx?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true},{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true},{"id":867,"name":"Perception","url":"https://www.academia.edu/Documents/in/Perception?f_ri=9471","nofollow":true},{"id":1236,"name":"Art","url":"https://www.academia.edu/Documents/in/Art?f_ri=9471","nofollow":true},{"id":2418,"name":"Literature","url":"https://www.academia.edu/Documents/in/Literature?f_ri=9471"},{"id":3931,"name":"Fear","url":"https://www.academia.edu/Documents/in/Fear?f_ri=9471"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=9471"},{"id":327850,"name":"Questionnaires","url":"https://www.academia.edu/Documents/in/Questionnaires?f_ri=9471"},{"id":2467529,"name":"Psychiatric Status Rating Scales","url":"https://www.academia.edu/Documents/in/Psychiatric_Status_Rating_Scales?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_47765381 coauthored" data-work_id="47765381" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/47765381/Ara_tatilin_okuma_yazma_%C3%B6%C4%9Frenme_s%C3%BCrecine_yans%C4%B1malar%C4%B1">Ara tatilin okuma yazma öğrenme sürecine yansımaları</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Bu çalışmanın amacı, ara tatilin ilk okuma yazma öğrenme sürecine yansımalarını öğretmen görüşleri çerçevesinde ortaya koymaktır. Araştırmada temel nitel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu 2019-2020... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_47765381" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Bu çalışmanın amacı, ara tatilin ilk okuma yazma öğrenme sürecine yansımalarını öğretmen görüşleri çerçevesinde ortaya koymaktır. Araştırmada temel nitel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim-öğretim yılında Samsun ilinin Atakum ilçesine bağlı ilkokullarda görev yapan 24 sınıf öğretmeni oluşturmaktadır. Çalışma grubu maksimum çeşitlilik örneklemesi yoluyla belirlenmiş ve Atakum'daki her ilkokuldan bir sınıf öğretmeni çalışmaya dahil edilmiştir. Araştırmada veriler, yarı yapılandırılmış görüşme formu aracılığıyla ve öğretmenlerle yapılan yüz yüze görüşmeler neticesinde elde edilmiştir. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırmada, öğretmenlerin görüşlerine göre ara tatilin öğrencilere duyuşsal boyutta etki ettiği ve bu durumun öğrencilerin ilk okuma yazma öğrenme süreçlerini etkilediği sonuçlarına ulaşılmıştır. Ayrıca ara tatilin ilk okuma yazma öğrenme sürecine etki etmesinde; okul tipi, ebeveyn desteği, teknolojik imkanlar, okul öncesi eğitim, tatil öncesi işlenen ses grubu sayısı gibi birtakım etmenlerin rol oynadığı sonuçlarına ulaşılmıştır. <br />Anahtar Kelimeler: Ara tatil, ilkokul, okuma, yazma, ilk okuma yazma öğretimi <br /><br />Abstract<br />The purpose of this study was to determine the effects of the midterm break on the process of learning basic literacy skills based on teachers' opinions. The study employed the basic qualitative research design. The study group consisted of 24 classroom teachers working at primary schools in the Atakum district of the province of Samsun in the 2019-2020 academic year. The sample was formed through maximum variation sampling and one teacher was selected from each primary school. The data were collected during interviews with teachers using a semi-structured interview form. The collected data were analyzed through content analysis. The results showed that midterm breaks affected students' literacy skills affectively and that this repercussion affected the process of basic literacy learning in the students. In addition, it was found that a number of factors such as school type, parental support, technological resources, preschool education, and the number of letter clusters taught at school before the semester holiday played a key role in the process of learning basic literacy skills during the midterm break.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/47765381" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4054b59ab24c0169f8a4dc0e56f9c637" rel="nofollow" data-download="{"attachment_id":66707290,"asset_id":47765381,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66707290/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40551415" href="https://independent.academia.edu/ediptut">edip tut</a><script data-card-contents-for-user="40551415" type="text/json">{"id":40551415,"first_name":"edip","last_name":"tut","domain_name":"independent","page_name":"ediptut","display_name":"edip tut","profile_url":"https://independent.academia.edu/ediptut?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-47765381">+1</span><div class="hidden js-additional-users-47765381"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://saatchiart.academia.edu/M%C3%BCcahitAydo%C4%9Fmu%C5%9F">Mücahit Aydoğmuş</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-47765381'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-47765381').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_47765381 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="47765381"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 47765381, container: ".js-paper-rank-work_47765381", }); });</script></li><li class="js-percentile-work_47765381 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 47765381; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_47765381"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_47765381 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="47765381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 47765381; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=47765381]").text(description); $(".js-view-count-work_47765381").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_47765381").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="47765381"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="546015" rel="nofollow" href="https://www.academia.edu/Documents/in/Language_and_Literacy_Development">Language and Literacy Development</a><script data-card-contents-for-ri="546015" type="text/json">{"id":546015,"name":"Language and Literacy Development","url":"https://www.academia.edu/Documents/in/Language_and_Literacy_Development?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=47765381]'), work: {"id":47765381,"title":"Ara tatilin okuma yazma öğrenme sürecine yansımaları","created_at":"2021-04-28T02:02:03.435-07:00","url":"https://www.academia.edu/47765381/Ara_tatilin_okuma_yazma_%C3%B6%C4%9Frenme_s%C3%BCrecine_yans%C4%B1malar%C4%B1?f_ri=9471","dom_id":"work_47765381","summary":"Bu çalışmanın amacı, ara tatilin ilk okuma yazma öğrenme sürecine yansımalarını öğretmen görüşleri çerçevesinde ortaya koymaktır. Araştırmada temel nitel araştırma deseni kullanılmıştır. Araştırmanın çalışma grubunu 2019-2020 eğitim-öğretim yılında Samsun ilinin Atakum ilçesine bağlı ilkokullarda görev yapan 24 sınıf öğretmeni oluşturmaktadır. Çalışma grubu maksimum çeşitlilik örneklemesi yoluyla belirlenmiş ve Atakum'daki her ilkokuldan bir sınıf öğretmeni çalışmaya dahil edilmiştir. Araştırmada veriler, yarı yapılandırılmış görüşme formu aracılığıyla ve öğretmenlerle yapılan yüz yüze görüşmeler neticesinde elde edilmiştir. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırmada, öğretmenlerin görüşlerine göre ara tatilin öğrencilere duyuşsal boyutta etki ettiği ve bu durumun öğrencilerin ilk okuma yazma öğrenme süreçlerini etkilediği sonuçlarına ulaşılmıştır. Ayrıca ara tatilin ilk okuma yazma öğrenme sürecine etki etmesinde; okul tipi, ebeveyn desteği, teknolojik imkanlar, okul öncesi eğitim, tatil öncesi işlenen ses grubu sayısı gibi birtakım etmenlerin rol oynadığı sonuçlarına ulaşılmıştır. \nAnahtar Kelimeler: Ara tatil, ilkokul, okuma, yazma, ilk okuma yazma öğretimi \n\nAbstract\nThe purpose of this study was to determine the effects of the midterm break on the process of learning basic literacy skills based on teachers' opinions. The study employed the basic qualitative research design. The study group consisted of 24 classroom teachers working at primary schools in the Atakum district of the province of Samsun in the 2019-2020 academic year. The sample was formed through maximum variation sampling and one teacher was selected from each primary school. The data were collected during interviews with teachers using a semi-structured interview form. The collected data were analyzed through content analysis. The results showed that midterm breaks affected students' literacy skills affectively and that this repercussion affected the process of basic literacy learning in the students. In addition, it was found that a number of factors such as school type, parental support, technological resources, preschool education, and the number of letter clusters taught at school before the semester holiday played a key role in the process of learning basic literacy skills during the midterm break.","downloadable_attachments":[{"id":66707290,"asset_id":47765381,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40551415,"first_name":"edip","last_name":"tut","domain_name":"independent","page_name":"ediptut","display_name":"edip tut","profile_url":"https://independent.academia.edu/ediptut?f_ri=9471","photo":"/images/s65_no_pic.png"},{"id":24353817,"first_name":"Mücahit","last_name":"Aydoğmuş","domain_name":"saatchiart","page_name":"MücahitAydoğmuş","display_name":"Mücahit Aydoğmuş","profile_url":"https://saatchiart.academia.edu/M%C3%BCcahitAydo%C4%9Fmu%C5%9F?f_ri=9471","photo":"https://0.academia-photos.com/24353817/6567495/125155555/s65_m_cahit.aydo_mu_.jpeg"}],"research_interests":[{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":546015,"name":"Language and Literacy Development","url":"https://www.academia.edu/Documents/in/Language_and_Literacy_Development?f_ri=9471","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44655584" data-work_id="44655584" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44655584/Unveiling_the_Mystery_Investigating_L2_Reading_Motivation_in_an_EFL_Classroom">Unveiling the Mystery: Investigating L2 Reading Motivation in an EFL Classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Research in L2 reading motivation has gained impetus and provided many insights into understanding the components of motivation and factors that affect L2 learners in terms of reading motivation. Although many studies can be found on L1... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44655584" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Research in L2 reading motivation has gained impetus and provided many insights into understanding the components of motivation and factors that affect L2 learners in terms of reading motivation. Although many studies can be found on L1 reading motivation, studies on L2 reading motivation seem to be relatively meager. Since action research encompasses a sequence of events and an approach to problem solving, the present study addressed to examine whether; (1) this sample of Turkish University students differ in terms of their intrinsic motivation and extrinsic motivation and (2) a change in methodology has an impact on the L2 reading motivation. Participants responded to a Motivation for Reading Questionnaire (MRQ) and took part in focus group interviews. Results revealed that L2 reading motivation was affected by extrinsic factors mostly and the changes in methodology and the instructional elements had a crucial effect on intrinsic and mostly extrinsic motivation, reading amount and performance. Results foreshadowed insightful methodological changes.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44655584" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="892739d1ef7d5ae1a8dd716de9724dbe" rel="nofollow" data-download="{"attachment_id":65127305,"asset_id":44655584,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65127305/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="111497758" href="https://ozyegin.academia.edu/Petek%C5%9Eirin">Petek Şirin</a><script data-card-contents-for-user="111497758" type="text/json">{"id":111497758,"first_name":"Petek","last_name":"Şirin","domain_name":"ozyegin","page_name":"PetekŞirin","display_name":"Petek Şirin","profile_url":"https://ozyegin.academia.edu/Petek%C5%9Eirin?f_ri=9471","photo":"https://0.academia-photos.com/111497758/50078642/72691563/s65_petek._irin.jpg"}</script></span></span></li><li class="js-paper-rank-work_44655584 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44655584"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44655584, container: ".js-paper-rank-work_44655584", }); });</script></li><li class="js-percentile-work_44655584 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 44655584; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_44655584"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_44655584 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="44655584"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 44655584; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=44655584]").text(description); $(".js-view-count-work_44655584").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44655584").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44655584"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="65168" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading_Comprehension_in_L2">Reading Comprehension in L2</a>, <script data-card-contents-for-ri="65168" type="text/json">{"id":65168,"name":"Reading Comprehension in L2","url":"https://www.academia.edu/Documents/in/Reading_Comprehension_in_L2?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="172243" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading_motivation">Reading motivation</a>, <script data-card-contents-for-ri="172243" type="text/json">{"id":172243,"name":"Reading motivation","url":"https://www.academia.edu/Documents/in/Reading_motivation?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="595248" rel="nofollow" href="https://www.academia.edu/Documents/in/Extensive_Reading_and_Motivation">Extensive Reading and Motivation</a><script data-card-contents-for-ri="595248" type="text/json">{"id":595248,"name":"Extensive Reading and Motivation","url":"https://www.academia.edu/Documents/in/Extensive_Reading_and_Motivation?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44655584]'), work: {"id":44655584,"title":"Unveiling the Mystery: Investigating L2 Reading Motivation in an EFL Classroom","created_at":"2020-12-07T11:09:38.464-08:00","url":"https://www.academia.edu/44655584/Unveiling_the_Mystery_Investigating_L2_Reading_Motivation_in_an_EFL_Classroom?f_ri=9471","dom_id":"work_44655584","summary":"Research in L2 reading motivation has gained impetus and provided many insights into understanding the components of motivation and factors that affect L2 learners in terms of reading motivation. Although many studies can be found on L1 reading motivation, studies on L2 reading motivation seem to be relatively meager. Since action research encompasses a sequence of events and an approach to problem solving, the present study addressed to examine whether; (1) this sample of Turkish University students differ in terms of their intrinsic motivation and extrinsic motivation and (2) a change in methodology has an impact on the L2 reading motivation. Participants responded to a Motivation for Reading Questionnaire (MRQ) and took part in focus group interviews. Results revealed that L2 reading motivation was affected by extrinsic factors mostly and the changes in methodology and the instructional elements had a crucial effect on intrinsic and mostly extrinsic motivation, reading amount and performance. Results foreshadowed insightful methodological changes.","downloadable_attachments":[{"id":65127305,"asset_id":44655584,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":111497758,"first_name":"Petek","last_name":"Şirin","domain_name":"ozyegin","page_name":"PetekŞirin","display_name":"Petek Şirin","profile_url":"https://ozyegin.academia.edu/Petek%C5%9Eirin?f_ri=9471","photo":"https://0.academia-photos.com/111497758/50078642/72691563/s65_petek._irin.jpg"}],"research_interests":[{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":65168,"name":"Reading Comprehension in L2","url":"https://www.academia.edu/Documents/in/Reading_Comprehension_in_L2?f_ri=9471","nofollow":true},{"id":172243,"name":"Reading motivation","url":"https://www.academia.edu/Documents/in/Reading_motivation?f_ri=9471","nofollow":true},{"id":595248,"name":"Extensive Reading and Motivation","url":"https://www.academia.edu/Documents/in/Extensive_Reading_and_Motivation?f_ri=9471","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13854288" data-work_id="13854288" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13854288/Older_Versus_Newer_Media_and_the_Well_being_of_United_States_Youth_Results_From_a_National_Longitudinal_Panel">Older Versus Newer Media and the Well-being of United States Youth: Results From a National Longitudinal Panel</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Purpose: To determine the effects of both older and newer media use on academic, social, and mental health outcomes in adolescents and young adults. Methods: We interviewed a nationally representative panel of youth ages 14e24 years (N ¼... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13854288" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Purpose: To determine the effects of both older and newer media use on academic, social, and mental health outcomes in adolescents and young adults. Methods: We interviewed a nationally representative panel of youth ages 14e24 years (N ¼ 719) twice 1 year apart to determine time spent with television, the Internet, videogames, and book reading, as well as the purpose of those uses. A cluster analysis identified major combinations of media use. Regression models tested hypotheses regarding changes in self-reported school grades, participation in clubs and sports, and symptoms of depression, as predicted by recent media use and differences in cluster membership. Results: Use of older media was related to grades, with television inversely and book reading positively related to performance. Moderate use of the Internet was positively related to participation in both sports and clubs. Although heavy use of the Internet and videogames was associated with an increase in depression, increased depression also predicted greater use of these media as well as withdrawal from sports and clubs. Clusters that used media in moderation with an emphasis on information gathering were most associated with healthy outcomes. Conclusions: Despite concerns that excessive use of new media is harmful to adolescent development, the findings reinforce previous conclusions that television detracts from academic performance and book reading supports it. Heavy use of the Internet and video gaming may be more a symptom of mental health problems than a cause. Moderate use of the Internet, especially for acquiring information, is most supportive of healthy development.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13854288" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="345a690257301427ad101042915a1ffe" rel="nofollow" data-download="{"attachment_id":44875928,"asset_id":13854288,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44875928/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32946739" href="https://upenn.academia.edu/DanielRomer">Daniel Romer</a><script data-card-contents-for-user="32946739" type="text/json">{"id":32946739,"first_name":"Daniel","last_name":"Romer","domain_name":"upenn","page_name":"DanielRomer","display_name":"Daniel Romer","profile_url":"https://upenn.academia.edu/DanielRomer?f_ri=9471","photo":"https://0.academia-photos.com/32946739/126485156/115860591/s65_daniel.romer.jpg"}</script></span></span></li><li class="js-paper-rank-work_13854288 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13854288"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13854288, container: ".js-paper-rank-work_13854288", }); 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$(".js-view-count[data-work-id=13854288]").text(description); $(".js-view-count-work_13854288").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13854288").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13854288"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" rel="nofollow" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="933" rel="nofollow" href="https://www.academia.edu/Documents/in/New_Media">New Media</a>, <script data-card-contents-for-ri="933" type="text/json">{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3217" rel="nofollow" href="https://www.academia.edu/Documents/in/Depression">Depression</a>, <script data-card-contents-for-ri="3217" type="text/json">{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4413" rel="nofollow" href="https://www.academia.edu/Documents/in/Educational_Measurement">Educational Measurement</a><script data-card-contents-for-ri="4413" type="text/json">{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13854288]'), work: {"id":13854288,"title":"Older Versus Newer Media and the Well-being of United States Youth: Results From a National Longitudinal Panel","created_at":"2015-07-09T19:27:44.886-07:00","url":"https://www.academia.edu/13854288/Older_Versus_Newer_Media_and_the_Well_being_of_United_States_Youth_Results_From_a_National_Longitudinal_Panel?f_ri=9471","dom_id":"work_13854288","summary":"Purpose: To determine the effects of both older and newer media use on academic, social, and mental health outcomes in adolescents and young adults. Methods: We interviewed a nationally representative panel of youth ages 14e24 years (N ¼ 719) twice 1 year apart to determine time spent with television, the Internet, videogames, and book reading, as well as the purpose of those uses. A cluster analysis identified major combinations of media use. Regression models tested hypotheses regarding changes in self-reported school grades, participation in clubs and sports, and symptoms of depression, as predicted by recent media use and differences in cluster membership. Results: Use of older media was related to grades, with television inversely and book reading positively related to performance. Moderate use of the Internet was positively related to participation in both sports and clubs. Although heavy use of the Internet and videogames was associated with an increase in depression, increased depression also predicted greater use of these media as well as withdrawal from sports and clubs. Clusters that used media in moderation with an emphasis on information gathering were most associated with healthy outcomes. Conclusions: Despite concerns that excessive use of new media is harmful to adolescent development, the findings reinforce previous conclusions that television detracts from academic performance and book reading supports it. Heavy use of the Internet and video gaming may be more a symptom of mental health problems than a cause. Moderate use of the Internet, especially for acquiring information, is most supportive of healthy development.","downloadable_attachments":[{"id":44875928,"asset_id":13854288,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32946739,"first_name":"Daniel","last_name":"Romer","domain_name":"upenn","page_name":"DanielRomer","display_name":"Daniel Romer","profile_url":"https://upenn.academia.edu/DanielRomer?f_ri=9471","photo":"https://0.academia-photos.com/32946739/126485156/115860591/s65_daniel.romer.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=9471","nofollow":true},{"id":933,"name":"New Media","url":"https://www.academia.edu/Documents/in/New_Media?f_ri=9471","nofollow":true},{"id":3217,"name":"Depression","url":"https://www.academia.edu/Documents/in/Depression?f_ri=9471","nofollow":true},{"id":4413,"name":"Educational Measurement","url":"https://www.academia.edu/Documents/in/Educational_Measurement?f_ri=9471","nofollow":true},{"id":5199,"name":"Video Games","url":"https://www.academia.edu/Documents/in/Video_Games?f_ri=9471"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":15430,"name":"Adolescent Health","url":"https://www.academia.edu/Documents/in/Adolescent_Health?f_ri=9471"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=9471"},{"id":34074,"name":"Television","url":"https://www.academia.edu/Documents/in/Television?f_ri=9471"},{"id":50456,"name":"Sports","url":"https://www.academia.edu/Documents/in/Sports?f_ri=9471"},{"id":76424,"name":"Academic Performance","url":"https://www.academia.edu/Documents/in/Academic_Performance?f_ri=9471"},{"id":98134,"name":"United States","url":"https://www.academia.edu/Documents/in/United_States?f_ri=9471"},{"id":123230,"name":"Regression Analysis","url":"https://www.academia.edu/Documents/in/Regression_Analysis?f_ri=9471"},{"id":131237,"name":"Cluster Analysis","url":"https://www.academia.edu/Documents/in/Cluster_Analysis?f_ri=9471"},{"id":133057,"name":"Young Adult","url":"https://www.academia.edu/Documents/in/Young_Adult?f_ri=9471"},{"id":192721,"name":"Risk factors","url":"https://www.academia.edu/Documents/in/Risk_factors?f_ri=9471"},{"id":620049,"name":"Risk Factors","url":"https://www.academia.edu/Documents/in/Risk_Factors-1?f_ri=9471"},{"id":1191356,"name":"Internet","url":"https://www.academia.edu/Documents/in/Internet?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13891076" data-work_id="13891076" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13891076/Retained_Neuropsychological_Abilities_of_Individuals_with_Alzheimers_Disease">Retained Neuropsychological Abilities of Individuals with Alzheimer's Disease</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Individuals with Alzheimer's disease (AD) retain certain cognitive abilities over the course of the disease. In this article, we describe retained cognitive-linguistic abilities and the status of activities of daily living (ADLs) of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13891076" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Individuals with Alzheimer's disease (AD) retain certain cognitive abilities over the course of the disease. In this article, we describe retained cognitive-linguistic abilities and the status of activities of daily living (ADLs) of individuals in the early, middle, and late stages of AD. Knowledge of preserved abilities in AD is necessary for clinicians to structure communication-stimulation programs and to train caregivers in the most effective ways to facilitate communication. Using the Global Deterioration Scale (GDS) for staging severity of AD, an outline of preserved abilities by disease stage is provided. Attention, memory, and communication abilities are discussed, and samples of discourse from patients at different stages are included.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13891076" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fe04dba84b303cf6d8b65b624d91406c" rel="nofollow" data-download="{"attachment_id":44831634,"asset_id":13891076,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44831634/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="32963833" href="https://independent.academia.edu/EstherKim26">Esther Kim</a><script data-card-contents-for-user="32963833" type="text/json">{"id":32963833,"first_name":"Esther","last_name":"Kim","domain_name":"independent","page_name":"EstherKim26","display_name":"Esther Kim","profile_url":"https://independent.academia.edu/EstherKim26?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_13891076 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13891076"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13891076, container: ".js-paper-rank-work_13891076", }); });</script></li><li class="js-percentile-work_13891076 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 13891076; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_13891076"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_13891076 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="13891076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 13891076; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=13891076]").text(description); $(".js-view-count-work_13891076").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_13891076").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="13891076"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="237" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognitive_Science">Cognitive Science</a>, <script data-card-contents-for-ri="237" type="text/json">{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="2076" rel="nofollow" href="https://www.academia.edu/Documents/in/Communication_Disorders">Communication Disorders</a>, <script data-card-contents-for-ri="2076" type="text/json">{"id":2076,"name":"Communication Disorders","url":"https://www.academia.edu/Documents/in/Communication_Disorders?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="3031" rel="nofollow" href="https://www.academia.edu/Documents/in/Auditory_Perception">Auditory Perception</a>, <script data-card-contents-for-ri="3031" type="text/json">{"id":3031,"name":"Auditory Perception","url":"https://www.academia.edu/Documents/in/Auditory_Perception?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="5391" rel="nofollow" href="https://www.academia.edu/Documents/in/Speech_perception">Speech perception</a><script data-card-contents-for-ri="5391" type="text/json">{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13891076]'), work: {"id":13891076,"title":"Retained Neuropsychological Abilities of Individuals with Alzheimer's Disease","created_at":"2015-07-10T08:38:17.765-07:00","url":"https://www.academia.edu/13891076/Retained_Neuropsychological_Abilities_of_Individuals_with_Alzheimers_Disease?f_ri=9471","dom_id":"work_13891076","summary":"Individuals with Alzheimer's disease (AD) retain certain cognitive abilities over the course of the disease. In this article, we describe retained cognitive-linguistic abilities and the status of activities of daily living (ADLs) of individuals in the early, middle, and late stages of AD. Knowledge of preserved abilities in AD is necessary for clinicians to structure communication-stimulation programs and to train caregivers in the most effective ways to facilitate communication. Using the Global Deterioration Scale (GDS) for staging severity of AD, an outline of preserved abilities by disease stage is provided. Attention, memory, and communication abilities are discussed, and samples of discourse from patients at different stages are included.","downloadable_attachments":[{"id":44831634,"asset_id":13891076,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":32963833,"first_name":"Esther","last_name":"Kim","domain_name":"independent","page_name":"EstherKim26","display_name":"Esther Kim","profile_url":"https://independent.academia.edu/EstherKim26?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":237,"name":"Cognitive Science","url":"https://www.academia.edu/Documents/in/Cognitive_Science?f_ri=9471","nofollow":true},{"id":2076,"name":"Communication Disorders","url":"https://www.academia.edu/Documents/in/Communication_Disorders?f_ri=9471","nofollow":true},{"id":3031,"name":"Auditory Perception","url":"https://www.academia.edu/Documents/in/Auditory_Perception?f_ri=9471","nofollow":true},{"id":5391,"name":"Speech perception","url":"https://www.academia.edu/Documents/in/Speech_perception?f_ri=9471","nofollow":true},{"id":7736,"name":"Attention","url":"https://www.academia.edu/Documents/in/Attention?f_ri=9471"},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":28663,"name":"Language disorders","url":"https://www.academia.edu/Documents/in/Language_disorders?f_ri=9471"},{"id":44529,"name":"Activities of Daily Living","url":"https://www.academia.edu/Documents/in/Activities_of_Daily_Living?f_ri=9471"},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=9471"},{"id":289271,"name":"Aged","url":"https://www.academia.edu/Documents/in/Aged?f_ri=9471"},{"id":413195,"name":"Time Factors","url":"https://www.academia.edu/Documents/in/Time_Factors?f_ri=9471"},{"id":974411,"name":"Memory Disorders","url":"https://www.academia.edu/Documents/in/Memory_Disorders?f_ri=9471"},{"id":1120234,"name":"Alzheimer Disease","url":"https://www.academia.edu/Documents/in/Alzheimer_Disease?f_ri=9471"},{"id":1627527,"name":"Cognition disorders","url":"https://www.academia.edu/Documents/in/Cognition_disorders?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17053252" data-work_id="17053252" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17053252/Linguistic_constraints_on_literacy_development_Introduction_to_the_special_issue">Linguistic constraints on literacy development: Introduction to the special issue</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button 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u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="29808287" href="https://wustl.academia.edu/RebeccaTreiman">Rebecca Treiman</a><script data-card-contents-for-user="29808287" type="text/json">{"id":29808287,"first_name":"Rebecca","last_name":"Treiman","domain_name":"wustl","page_name":"RebeccaTreiman","display_name":"Rebecca Treiman","profile_url":"https://wustl.academia.edu/RebeccaTreiman?f_ri=9471","photo":"https://0.academia-photos.com/29808287/8577337/9582240/s65_rebecca.treiman.jpg_oh_66a7e9431c887bd347932124def8ff91_oe_55dbaa3c___gda___1437391122_7d8caaebcaf2e42a628de220c7c3a57c"}</script></span></span></li><li class="js-paper-rank-work_17053252 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17053252"><i 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Studies","url":"https://www.academia.edu/Documents/in/Longitudinal_Studies?f_ri=9471"},{"id":452593,"name":"Learning Disorders","url":"https://www.academia.edu/Documents/in/Learning_Disorders?f_ri=9471"},{"id":546421,"name":"Educational Status","url":"https://www.academia.edu/Documents/in/Educational_Status?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_17327166" data-work_id="17327166" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/17327166/Readability_of_Written_Materials_for_CKD_Patients_A_Systematic_Review">Readability of Written Materials for CKD Patients: A Systematic Review</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;average&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot; patient has a literacy level of US grade 8 (age 13-14 years), but this may be lower for people... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_17327166" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The &amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;average&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot; patient has a literacy level of US grade 8 (age 13-14 years), but this may be lower for people with chronic kidney disease (CKD). Current guidelines suggest that patient education materials should be pitched at a literacy level of around 5th grade (age 10-11 years). This study aims to evaluate the readability of written materials targeted at patients with CKD. Systematic review. Patient information materials aimed at adults with CKD and written in English. Patient education materials designed to be printed and read, sourced from practices in Australia and online at all known websites run by relevant international CKD organizations during March 2014. Quantitative analysis of readability using Lexile Analyzer and Flesch-Kincaid tools. We analyzed 80 materials. Both Lexile Analyzer and Flesch-Kincaid analyses suggested that most materials required a minimum of grade 9 (age 14-15 years) schooling to read them. Only 5% of materials were pitched at the recommended level (grade 5). Readability formulas have inherent limitations and do not account for visual information. We did not consider other media through which patients with CKD may access information. Although the study covered materials from the United States, United Kingdom, and Australia, all noninternet materials were sourced locally, and it is possible that some international paper-based materials were missed. Generalizability may be limited due to exclusion of non-English materials. These findings suggest that patient information materials aimed at patients with CKD are pitched above the average patient&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s literacy level. This issue is compounded by cognitive decline in patients with CKD, who may have lower literacy than the average patient. It suggests that information providers need to consider their audience more carefully when preparing patient information materials, including user testing with a low-literacy patient population.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/17327166" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9ac50ce89c4c3c546375db40222af851" rel="nofollow" data-download="{"attachment_id":42268149,"asset_id":17327166,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/42268149/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37035278" href="https://independent.academia.edu/KirstenMcCaffery">Kirsten McCaffery</a><script data-card-contents-for-user="37035278" type="text/json">{"id":37035278,"first_name":"Kirsten","last_name":"McCaffery","domain_name":"independent","page_name":"KirstenMcCaffery","display_name":"Kirsten McCaffery","profile_url":"https://independent.academia.edu/KirstenMcCaffery?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_17327166 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="17327166"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 17327166, container: ".js-paper-rank-work_17327166", }); 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$(".js-view-count[data-work-id=17327166]").text(description); $(".js-view-count-work_17327166").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_17327166").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="17327166"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6697" rel="nofollow" href="https://www.academia.edu/Documents/in/Australia">Australia</a>, <script data-card-contents-for-ri="6697" type="text/json">{"id":6697,"name":"Australia","url":"https://www.academia.edu/Documents/in/Australia?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="97252" rel="nofollow" href="https://www.academia.edu/Documents/in/Comprehension">Comprehension</a>, <script data-card-contents-for-ri="97252" type="text/json">{"id":97252,"name":"Comprehension","url":"https://www.academia.edu/Documents/in/Comprehension?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="244814" rel="nofollow" href="https://www.academia.edu/Documents/in/Clinical_Sciences">Clinical Sciences</a><script data-card-contents-for-ri="244814" type="text/json">{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=17327166]'), work: {"id":17327166,"title":"Readability of Written Materials for CKD Patients: A Systematic Review","created_at":"2015-10-26T21:31:07.742-07:00","url":"https://www.academia.edu/17327166/Readability_of_Written_Materials_for_CKD_Patients_A_Systematic_Review?f_ri=9471","dom_id":"work_17327166","summary":"The \u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot;average\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;quot; patient has a literacy level of US grade 8 (age 13-14 years), but this may be lower for people with chronic kidney disease (CKD). Current guidelines suggest that patient education materials should be pitched at a literacy level of around 5th grade (age 10-11 years). This study aims to evaluate the readability of written materials targeted at patients with CKD. Systematic review. Patient information materials aimed at adults with CKD and written in English. Patient education materials designed to be printed and read, sourced from practices in Australia and online at all known websites run by relevant international CKD organizations during March 2014. Quantitative analysis of readability using Lexile Analyzer and Flesch-Kincaid tools. We analyzed 80 materials. Both Lexile Analyzer and Flesch-Kincaid analyses suggested that most materials required a minimum of grade 9 (age 14-15 years) schooling to read them. Only 5% of materials were pitched at the recommended level (grade 5). Readability formulas have inherent limitations and do not account for visual information. We did not consider other media through which patients with CKD may access information. Although the study covered materials from the United States, United Kingdom, and Australia, all noninternet materials were sourced locally, and it is possible that some international paper-based materials were missed. Generalizability may be limited due to exclusion of non-English materials. These findings suggest that patient information materials aimed at patients with CKD are pitched above the average patient\u0026amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39;s literacy level. This issue is compounded by cognitive decline in patients with CKD, who may have lower literacy than the average patient. It suggests that information providers need to consider their audience more carefully when preparing patient information materials, including user testing with a low-literacy patient population.","downloadable_attachments":[{"id":42268149,"asset_id":17327166,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37035278,"first_name":"Kirsten","last_name":"McCaffery","domain_name":"independent","page_name":"KirstenMcCaffery","display_name":"Kirsten McCaffery","profile_url":"https://independent.academia.edu/KirstenMcCaffery?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":6697,"name":"Australia","url":"https://www.academia.edu/Documents/in/Australia?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":97252,"name":"Comprehension","url":"https://www.academia.edu/Documents/in/Comprehension?f_ri=9471","nofollow":true},{"id":244814,"name":"Clinical Sciences","url":"https://www.academia.edu/Documents/in/Clinical_Sciences?f_ri=9471","nofollow":true},{"id":546421,"name":"Educational Status","url":"https://www.academia.edu/Documents/in/Educational_Status?f_ri=9471"},{"id":643282,"name":"Teaching Materials","url":"https://www.academia.edu/Documents/in/Teaching_Materials?f_ri=9471"},{"id":1191356,"name":"Internet","url":"https://www.academia.edu/Documents/in/Internet?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35797963" data-work_id="35797963" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35797963/Troubles_visuo_attentionnels_troubles_de_l_orientation_spatiale_et_de_l_attention_temporelle_dans_les_dyslexies_d%C3%A9veloppementales">Troubles visuo-attentionnels, troubles de l’orientation spatiale et de l’attention temporelle dans les dyslexies développementales</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Malgré le caractère déterminant des déficits phonologiques pour l’émergence de la dyslexie chez l’enfant, d’autres hypothèses d’explication sont possibles concernant l’origine de ce trouble durable de l’apprentissage de la lecture. La... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35797963" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Malgré le caractère déterminant des déficits phonologiques pour l’émergence de la dyslexie chez l’enfant, d’autres hypothèses d’explication sont possibles concernant l’origine de ce trouble durable de l’apprentissage de la lecture. La diversité des profils de dyslexie invite à s’intéresser à une variété de déficits visuo-attentionnels susceptibles de participer à des formes de dyslexies dites de surface, mais aussi phonologique ou mixte. Nous proposons d’en préciser la nature, de comprendre leurs retentissements sur la lecture et de fournir des pistes pour les dépasser. Ces déficits attentionnels seront regroupés en trois rubriques : certains perturbent le système d’analyse visuelle précoce spécialisé pour l’orthographe en amont des procédures d’adressage et d’assemblage, d’autres concernent l’orientation spatiale de l’attention, d’autres relèvent enfin de l’attention temporelle. La présentation de travaux sur les liens entre l’attention et les oscillations cérébrales permettra d’évoquer les bases neuronales de mécanismes attentionnels spatio-temporels, fondamentaux pour la dynamique de la lecture et perturbés dans les dyslexies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35797963" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7c815a96ae286e001c1d98fd6891634a" rel="nofollow" data-download="{"attachment_id":55674433,"asset_id":35797963,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55674433/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1189221" href="https://univ-lyon2.academia.edu/NathalieBedoin">Nathalie Bedoin</a><script data-card-contents-for-user="1189221" type="text/json">{"id":1189221,"first_name":"Nathalie","last_name":"Bedoin","domain_name":"univ-lyon2","page_name":"NathalieBedoin","display_name":"Nathalie Bedoin","profile_url":"https://univ-lyon2.academia.edu/NathalieBedoin?f_ri=9471","photo":"https://0.academia-photos.com/1189221/425572/525369/s65_nathalie.bedoin.jpg"}</script></span></span></li><li class="js-paper-rank-work_35797963 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35797963"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35797963, container: ".js-paper-rank-work_35797963", }); 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$(".js-view-count[data-work-id=35797963]").text(description); $(".js-view-count-work_35797963").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35797963").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35797963"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="3886" rel="nofollow" href="https://www.academia.edu/Documents/in/Rhythm">Rhythm</a>, <script data-card-contents-for-ri="3886" type="text/json">{"id":3886,"name":"Rhythm","url":"https://www.academia.edu/Documents/in/Rhythm?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="12950" rel="nofollow" href="https://www.academia.edu/Documents/in/Neural_Oscillations">Neural Oscillations</a>, <script data-card-contents-for-ri="12950" type="text/json">{"id":12950,"name":"Neural Oscillations","url":"https://www.academia.edu/Documents/in/Neural_Oscillations?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="25052" rel="nofollow" href="https://www.academia.edu/Documents/in/Dyslexia">Dyslexia</a><script data-card-contents-for-ri="25052" type="text/json">{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35797963]'), work: {"id":35797963,"title":"Troubles visuo-attentionnels, troubles de l’orientation spatiale et de l’attention temporelle dans les dyslexies développementales","created_at":"2018-01-30T12:32:48.564-08:00","url":"https://www.academia.edu/35797963/Troubles_visuo_attentionnels_troubles_de_l_orientation_spatiale_et_de_l_attention_temporelle_dans_les_dyslexies_d%C3%A9veloppementales?f_ri=9471","dom_id":"work_35797963","summary":"Malgré le caractère déterminant des déficits phonologiques pour l’émergence de la dyslexie chez l’enfant, d’autres hypothèses d’explication sont possibles concernant l’origine de ce trouble durable de l’apprentissage de la lecture. La diversité des profils de dyslexie invite à s’intéresser à une variété de déficits visuo-attentionnels susceptibles de participer à des formes de dyslexies dites de surface, mais aussi phonologique ou mixte. Nous proposons d’en préciser la nature, de comprendre leurs retentissements sur la lecture et de fournir des pistes pour les dépasser. Ces déficits attentionnels seront regroupés en trois rubriques : certains perturbent le système d’analyse visuelle précoce spécialisé pour l’orthographe en amont des procédures d’adressage et d’assemblage, d’autres concernent l’orientation spatiale de l’attention, d’autres relèvent enfin de l’attention temporelle. La présentation de travaux sur les liens entre l’attention et les oscillations cérébrales permettra d’évoquer les bases neuronales de mécanismes attentionnels spatio-temporels, fondamentaux pour la dynamique de la lecture et perturbés dans les dyslexies.","downloadable_attachments":[{"id":55674433,"asset_id":35797963,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1189221,"first_name":"Nathalie","last_name":"Bedoin","domain_name":"univ-lyon2","page_name":"NathalieBedoin","display_name":"Nathalie Bedoin","profile_url":"https://univ-lyon2.academia.edu/NathalieBedoin?f_ri=9471","photo":"https://0.academia-photos.com/1189221/425572/525369/s65_nathalie.bedoin.jpg"}],"research_interests":[{"id":3886,"name":"Rhythm","url":"https://www.academia.edu/Documents/in/Rhythm?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":12950,"name":"Neural Oscillations","url":"https://www.academia.edu/Documents/in/Neural_Oscillations?f_ri=9471","nofollow":true},{"id":25052,"name":"Dyslexia","url":"https://www.academia.edu/Documents/in/Dyslexia?f_ri=9471","nofollow":true},{"id":31879,"name":"Developmental dyslexia","url":"https://www.academia.edu/Documents/in/Developmental_dyslexia?f_ri=9471"},{"id":95348,"name":"Visuospatial Attention","url":"https://www.academia.edu/Documents/in/Visuospatial_Attention?f_ri=9471"},{"id":172706,"name":"Temporal Attention","url":"https://www.academia.edu/Documents/in/Temporal_Attention?f_ri=9471"},{"id":174781,"name":"Oscillations","url":"https://www.academia.edu/Documents/in/Oscillations?f_ri=9471"},{"id":386558,"name":"Surface Dyslexia","url":"https://www.academia.edu/Documents/in/Surface_Dyslexia?f_ri=9471"},{"id":495132,"name":"Speech Therapy","url":"https://www.academia.edu/Documents/in/Speech_Therapy?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_76515243" data-work_id="76515243" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/76515243/Literacy_and_Science_Each_in_the_Service_of_the_Other">Literacy and Science: Each in the Service of the Other</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_76515243" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today’s complicated curricular landscape.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/76515243" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b282e2bba11c1a419abb91472a18e940" rel="nofollow" data-download="{"attachment_id":84200481,"asset_id":76515243,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/84200481/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="39507653" href="https://independent.academia.edu/ElizabethMoje">Elizabeth Moje</a><script data-card-contents-for-user="39507653" type="text/json">{"id":39507653,"first_name":"Elizabeth","last_name":"Moje","domain_name":"independent","page_name":"ElizabethMoje","display_name":"Elizabeth Moje","profile_url":"https://independent.academia.edu/ElizabethMoje?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_76515243 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="76515243"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 76515243, container: ".js-paper-rank-work_76515243", }); 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$(".js-view-count[data-work-id=76515243]").text(description); $(".js-view-count-work_76515243").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_76515243").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="76515243"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="184" rel="nofollow" href="https://www.academia.edu/Documents/in/Sociology">Sociology</a>, <script data-card-contents-for-ri="184" type="text/json">{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="887" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="6779" rel="nofollow" href="https://www.academia.edu/Documents/in/Science">Science</a>, <script data-card-contents-for-ri="6779" type="text/json">{"id":6779,"name":"Science","url":"https://www.academia.edu/Documents/in/Science?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a><script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=76515243]'), work: {"id":76515243,"title":"Literacy and Science: Each in the Service of the Other","created_at":"2022-04-15T04:45:33.775-07:00","url":"https://www.academia.edu/76515243/Literacy_and_Science_Each_in_the_Service_of_the_Other?f_ri=9471","dom_id":"work_76515243","summary":"We use conceptual and empirical lenses to examine synergies between inquiry science and literacy teaching and learning of K-12 (kindergarten through high school) curriculum. We address two questions: (i) how can reading and writing be used as tools to support inquiry-based science, and (ii) how do reading and writing benefit when embedded in an inquiry-based science setting? After elaborating the theoretical and empirical support for integrated approaches, we discuss how to support their implementation in today’s complicated curricular landscape.","downloadable_attachments":[{"id":84200481,"asset_id":76515243,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":39507653,"first_name":"Elizabeth","last_name":"Moje","domain_name":"independent","page_name":"ElizabethMoje","display_name":"Elizabeth Moje","profile_url":"https://independent.academia.edu/ElizabethMoje?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":184,"name":"Sociology","url":"https://www.academia.edu/Documents/in/Sociology?f_ri=9471","nofollow":true},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=9471","nofollow":true},{"id":6779,"name":"Science","url":"https://www.academia.edu/Documents/in/Science?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":10249,"name":"Writing","url":"https://www.academia.edu/Documents/in/Writing?f_ri=9471"},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=9471"},{"id":26327,"name":"Medicine","url":"https://www.academia.edu/Documents/in/Medicine?f_ri=9471"},{"id":28235,"name":"Multidisciplinary","url":"https://www.academia.edu/Documents/in/Multidisciplinary?f_ri=9471"},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=9471"},{"id":43774,"name":"Learning","url":"https://www.academia.edu/Documents/in/Learning?f_ri=9471"},{"id":44057,"name":"Curriculum","url":"https://www.academia.edu/Documents/in/Curriculum?f_ri=9471"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=9471"},{"id":85930,"name":"High School","url":"https://www.academia.edu/Documents/in/High_School?f_ri=9471"},{"id":113077,"name":"Reading and writing","url":"https://www.academia.edu/Documents/in/Reading_and_writing?f_ri=9471"},{"id":285086,"name":"Integrated Approach","url":"https://www.academia.edu/Documents/in/Integrated_Approach?f_ri=9471"},{"id":546421,"name":"Educational Status","url":"https://www.academia.edu/Documents/in/Educational_Status?f_ri=9471"},{"id":599219,"name":"Interdisciplinary Communication","url":"https://www.academia.edu/Documents/in/Interdisciplinary_Communication?f_ri=9471"},{"id":2489700,"name":"Child preschool","url":"https://www.academia.edu/Documents/in/Child_preschool?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_71571489" data-work_id="71571489" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/71571489/A_Comparison_of_the_Metacognitive_Reading_Strategies_Used_by_EFL_and_ESL_Readers">A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study investigated whether there are any significant differences between EFL and ESL readers in metacognitive reading strategies when they are reading academic texts in English. One hundred and ninety undergraduate students (96... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_71571489" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study investigated whether there are any significant differences between EFL and ESL readers in metacognitive reading strategies when they are reading academic texts in English. One hundred and ninety undergraduate students (96 Iranians and 93 Indians) completed an instrument designed to measure the students’ metacognitive awareness of reading strategies after performing a reading comprehension test. The result of this study indicated that the subjects in both groups reported a similar pattern of strategy awareness while reading academic texts although the two student groups had been schooled in significantly different socio-cultural environments. Regarding the difference existing among both groups, Indians reported more awareness and use of global support and total metacognitive reading strategies. Iranian students reported no significant difference in using problem-solving reading strategies. These findings explain some of the differences and similarities between EFL and ESL ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/71571489" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f44ccd4f9d63c1e18db6f8b395ba850e" rel="nofollow" data-download="{"attachment_id":80857809,"asset_id":71571489,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/80857809/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5310524" href="https://independent.academia.edu/alirezakarbalaei">alireza karbalaei</a><script data-card-contents-for-user="5310524" type="text/json">{"id":5310524,"first_name":"alireza","last_name":"karbalaei","domain_name":"independent","page_name":"alirezakarbalaei","display_name":"alireza karbalaei","profile_url":"https://independent.academia.edu/alirezakarbalaei?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_71571489 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="71571489"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 71571489, container: ".js-paper-rank-work_71571489", }); });</script></li><li class="js-percentile-work_71571489 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 71571489; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_71571489"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_71571489 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="71571489"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 71571489; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=71571489]").text(description); $(".js-view-count-work_71571489").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_71571489").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="71571489"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="8667" rel="nofollow" href="https://www.academia.edu/Documents/in/Metacognition">Metacognition</a>, <script data-card-contents-for-ri="8667" type="text/json">{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="49419" rel="nofollow" href="https://www.academia.edu/Documents/in/Problem_Solving">Problem Solving</a>, <script data-card-contents-for-ri="49419" type="text/json">{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="152553" rel="nofollow" href="https://www.academia.edu/Documents/in/Comparative_Analysis">Comparative Analysis</a><script data-card-contents-for-ri="152553" type="text/json">{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=71571489]'), work: {"id":71571489,"title":"A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers","created_at":"2022-02-15T01:03:30.584-08:00","url":"https://www.academia.edu/71571489/A_Comparison_of_the_Metacognitive_Reading_Strategies_Used_by_EFL_and_ESL_Readers?f_ri=9471","dom_id":"work_71571489","summary":"This study investigated whether there are any significant differences between EFL and ESL readers in metacognitive reading strategies when they are reading academic texts in English. One hundred and ninety undergraduate students (96 Iranians and 93 Indians) completed an instrument designed to measure the students’ metacognitive awareness of reading strategies after performing a reading comprehension test. The result of this study indicated that the subjects in both groups reported a similar pattern of strategy awareness while reading academic texts although the two student groups had been schooled in significantly different socio-cultural environments. Regarding the difference existing among both groups, Indians reported more awareness and use of global support and total metacognitive reading strategies. Iranian students reported no significant difference in using problem-solving reading strategies. These findings explain some of the differences and similarities between EFL and ESL ...","downloadable_attachments":[{"id":80857809,"asset_id":71571489,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5310524,"first_name":"alireza","last_name":"karbalaei","domain_name":"independent","page_name":"alirezakarbalaei","display_name":"alireza karbalaei","profile_url":"https://independent.academia.edu/alirezakarbalaei?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":8667,"name":"Metacognition","url":"https://www.academia.edu/Documents/in/Metacognition?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":49419,"name":"Problem Solving","url":"https://www.academia.edu/Documents/in/Problem_Solving?f_ri=9471","nofollow":true},{"id":152553,"name":"Comparative Analysis","url":"https://www.academia.edu/Documents/in/Comparative_Analysis?f_ri=9471","nofollow":true}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_68059413" data-work_id="68059413" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/68059413/Modulation_of_ongoing_cognitive_processes_by_emotionally_intense_words">Modulation of ongoing cognitive processes by emotionally intense words</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Contrary to what occurs with negative pictures, negative words are, in general, not capable of interfering with performance in ongoing cognitive tasks in normal subjects. A probable explanation is the limited arousing power of linguistic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68059413" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Contrary to what occurs with negative pictures, negative words are, in general, not capable of interfering with performance in ongoing cognitive tasks in normal subjects. A probable explanation is the limited arousing power of linguistic material. Especially intense words (insults and compliments), neutral personal adjectives, and pseudowords were presented to 28 participants while they executed a lexical decision task. Insults were associated with the poorest performance in the task and compliments with the best. Amplitude of the late positive component of the event-related potentials, originating at parietal areas, was maximal in response to compliments and insults, but latencies were delayed in response to the latter. Results suggest that intense emotional words modulate ongoing cognitive processes through both bottom-up (attentional capture by insults) and top-down (facilitation of cognitive processing by arousing words) mechanisms.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68059413" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f85b1dcc605d24b24b0ac32c51a742d6" rel="nofollow" data-download="{"attachment_id":78673299,"asset_id":68059413,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78673299/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="244852" href="https://uam.academia.edu/MariaSotillo">Maria Sotillo</a><script data-card-contents-for-user="244852" type="text/json">{"id":244852,"first_name":"Maria","last_name":"Sotillo","domain_name":"uam","page_name":"MariaSotillo","display_name":"Maria Sotillo","profile_url":"https://uam.academia.edu/MariaSotillo?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_68059413 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68059413"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68059413, container: ".js-paper-rank-work_68059413", }); });</script></li><li class="js-percentile-work_68059413 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68059413; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_68059413"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_68059413 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="68059413"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68059413; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68059413]").text(description); $(".js-view-count-work_68059413").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68059413").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68059413"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1026" rel="nofollow" href="https://www.academia.edu/Documents/in/Psychophysiology">Psychophysiology</a>, <script data-card-contents-for-ri="1026" type="text/json">{"id":1026,"name":"Psychophysiology","url":"https://www.academia.edu/Documents/in/Psychophysiology?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="1681" rel="nofollow" href="https://www.academia.edu/Documents/in/Decision_Making">Decision Making</a>, <script data-card-contents-for-ri="1681" type="text/json">{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a>, <script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4972" rel="nofollow" href="https://www.academia.edu/Documents/in/Psycholinguistics">Psycholinguistics</a><script data-card-contents-for-ri="4972" type="text/json">{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68059413]'), work: {"id":68059413,"title":"Modulation of ongoing cognitive processes by emotionally intense words","created_at":"2022-01-14T00:22:59.898-08:00","url":"https://www.academia.edu/68059413/Modulation_of_ongoing_cognitive_processes_by_emotionally_intense_words?f_ri=9471","dom_id":"work_68059413","summary":"Contrary to what occurs with negative pictures, negative words are, in general, not capable of interfering with performance in ongoing cognitive tasks in normal subjects. A probable explanation is the limited arousing power of linguistic material. Especially intense words (insults and compliments), neutral personal adjectives, and pseudowords were presented to 28 participants while they executed a lexical decision task. Insults were associated with the poorest performance in the task and compliments with the best. Amplitude of the late positive component of the event-related potentials, originating at parietal areas, was maximal in response to compliments and insults, but latencies were delayed in response to the latter. Results suggest that intense emotional words modulate ongoing cognitive processes through both bottom-up (attentional capture by insults) and top-down (facilitation of cognitive processing by arousing words) mechanisms.","downloadable_attachments":[{"id":78673299,"asset_id":68059413,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":244852,"first_name":"Maria","last_name":"Sotillo","domain_name":"uam","page_name":"MariaSotillo","display_name":"Maria Sotillo","profile_url":"https://uam.academia.edu/MariaSotillo?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":1026,"name":"Psychophysiology","url":"https://www.academia.edu/Documents/in/Psychophysiology?f_ri=9471","nofollow":true},{"id":1681,"name":"Decision Making","url":"https://www.academia.edu/Documents/in/Decision_Making?f_ri=9471","nofollow":true},{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=9471","nofollow":true},{"id":4972,"name":"Psycholinguistics","url":"https://www.academia.edu/Documents/in/Psycholinguistics?f_ri=9471","nofollow":true},{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471"},{"id":10904,"name":"Electroencephalography","url":"https://www.academia.edu/Documents/in/Electroencephalography?f_ri=9471"},{"id":17081,"name":"Attentional Capture","url":"https://www.academia.edu/Documents/in/Attentional_Capture?f_ri=9471"},{"id":42162,"name":"Emotions","url":"https://www.academia.edu/Documents/in/Emotions?f_ri=9471"},{"id":47884,"name":"Biological Sciences","url":"https://www.academia.edu/Documents/in/Biological_Sciences?f_ri=9471"},{"id":61516,"name":"Evoked Potentials","url":"https://www.academia.edu/Documents/in/Evoked_Potentials?f_ri=9471"},{"id":87066,"name":"Compliments","url":"https://www.academia.edu/Documents/in/Compliments?f_ri=9471"},{"id":123274,"name":"Parietal Cortex","url":"https://www.academia.edu/Documents/in/Parietal_Cortex?f_ri=9471"},{"id":154636,"name":"Cognitive Process","url":"https://www.academia.edu/Documents/in/Cognitive_Process?f_ri=9471"},{"id":571119,"name":"LPC","url":"https://www.academia.edu/Documents/in/LPC?f_ri=9471"},{"id":1235307,"name":"Electrooculography","url":"https://www.academia.edu/Documents/in/Electrooculography?f_ri=9471"},{"id":2922956,"name":"Psychology and Cognitive Sciences","url":"https://www.academia.edu/Documents/in/Psychology_and_Cognitive_Sciences?f_ri=9471"},{"id":3763225,"name":"Medical and Health Sciences","url":"https://www.academia.edu/Documents/in/Medical_and_Health_Sciences?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66787297" data-work_id="66787297" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66787297/Relationship_Between_Implementation_of_Collaborative_Strategic_Reading_and_Student_Outcomes_for_Adolescents_With_Disabilities">Relationship Between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents With Disabilities</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study examines the interaction between the fidelity of implementation of a set of research-based strategies-Collaborative Strategic Reading (CSR)-and outcomes for students with mild to moderate disabilities using data from two... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66787297" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study examines the interaction between the fidelity of implementation of a set of research-based strategies-Collaborative Strategic Reading (CSR)-and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social studies and science classrooms (Study 2). The authors use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. Although there were no main effects for quality or amount of CSR instruction, in both studies there was an interaction effect between quality of implementation and special education status. The study used a within-groups design and multilevel analyses, and the results demonstrate that higher quality CSR instruction was associated with higher reading outcomes for students with disabilities. This finding was consistent across Study 1 and Study 2. Implications fo...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66787297" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d42673f01089843cd18c46ebaa8d5e46" rel="nofollow" data-download="{"attachment_id":77844757,"asset_id":66787297,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77844757/download_file?st=MTczOTcxMDQ0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44649893" href="https://colorado.academia.edu/PamelaBuckley">Pamela Buckley</a><script data-card-contents-for-user="44649893" type="text/json">{"id":44649893,"first_name":"Pamela","last_name":"Buckley","domain_name":"colorado","page_name":"PamelaBuckley","display_name":"Pamela Buckley","profile_url":"https://colorado.academia.edu/PamelaBuckley?f_ri=9471","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_66787297 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66787297"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66787297, container: ".js-paper-rank-work_66787297", }); 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$(".js-view-count[data-work-id=66787297]").text(description); $(".js-view-count-work_66787297").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66787297").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66787297"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="9471" rel="nofollow" href="https://www.academia.edu/Documents/in/Reading">Reading</a>, <script data-card-contents-for-ri="9471" type="text/json">{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="22506" rel="nofollow" href="https://www.academia.edu/Documents/in/Adolescent">Adolescent</a>, <script data-card-contents-for-ri="22506" type="text/json">{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="31465" rel="nofollow" href="https://www.academia.edu/Documents/in/Learning_Disabilities">Learning Disabilities</a>, <script data-card-contents-for-ri="31465" type="text/json">{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="37753" rel="nofollow" href="https://www.academia.edu/Documents/in/Teaching">Teaching</a><script data-card-contents-for-ri="37753" type="text/json">{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66787297]'), work: {"id":66787297,"title":"Relationship Between Implementation of Collaborative Strategic Reading and Student Outcomes for Adolescents With Disabilities","created_at":"2022-01-01T06:39:02.274-08:00","url":"https://www.academia.edu/66787297/Relationship_Between_Implementation_of_Collaborative_Strategic_Reading_and_Student_Outcomes_for_Adolescents_With_Disabilities?f_ri=9471","dom_id":"work_66787297","summary":"This study examines the interaction between the fidelity of implementation of a set of research-based strategies-Collaborative Strategic Reading (CSR)-and outcomes for students with mild to moderate disabilities using data from two nonoverlapping studies in middle school language arts and reading classrooms (Study 1) and middle school social studies and science classrooms (Study 2). The authors use a definition of fidelity that includes both the amount of CSR instruction delivered by teachers and the quality of implementation. Although there were no main effects for quality or amount of CSR instruction, in both studies there was an interaction effect between quality of implementation and special education status. The study used a within-groups design and multilevel analyses, and the results demonstrate that higher quality CSR instruction was associated with higher reading outcomes for students with disabilities. This finding was consistent across Study 1 and Study 2. Implications fo...","downloadable_attachments":[{"id":77844757,"asset_id":66787297,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44649893,"first_name":"Pamela","last_name":"Buckley","domain_name":"colorado","page_name":"PamelaBuckley","display_name":"Pamela Buckley","profile_url":"https://colorado.academia.edu/PamelaBuckley?f_ri=9471","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":9471,"name":"Reading","url":"https://www.academia.edu/Documents/in/Reading?f_ri=9471","nofollow":true},{"id":22506,"name":"Adolescent","url":"https://www.academia.edu/Documents/in/Adolescent?f_ri=9471","nofollow":true},{"id":31465,"name":"Learning Disabilities","url":"https://www.academia.edu/Documents/in/Learning_Disabilities?f_ri=9471","nofollow":true},{"id":37753,"name":"Teaching","url":"https://www.academia.edu/Documents/in/Teaching?f_ri=9471","nofollow":true},{"id":56132,"name":"Students","url":"https://www.academia.edu/Documents/in/Students?f_ri=9471"},{"id":64933,"name":"Child","url":"https://www.academia.edu/Documents/in/Child?f_ri=9471"},{"id":452593,"name":"Learning Disorders","url":"https://www.academia.edu/Documents/in/Learning_Disorders?f_ri=9471"},{"id":3499881,"name":"Outcome assessment (Health care)","url":"https://www.academia.edu/Documents/in/Outcome_assessment_Health_care_?f_ri=9471"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_65838199" data-work_id="65838199" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/65838199/Productivity_and_priming_Morphemic_decomposition">Productivity and priming: Morphemic decomposition</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article was downloaded by: [Ingenta Content Distribution - Routledge]On: 6 June 2011Access details: Access Details: [subscription number 791963552]Publisher Psychology PressInforma Ltd Registered in England and Wales Registered... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_65838199" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article was downloaded by: [Ingenta Content Distribution - Routledge]On: 6 June 2011Access details: Access Details: [subscription number 791963552]Publisher Psychology PressInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/65838199" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d3c247151d80aae1c12ee2ffd09ca093" rel="nofollow" data-download="{"attachment_id":77261703,"asset_id":65838199,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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Boudelaa","profile_url":"https://uaeu.academia.edu/SamiBoudelaa?f_ri=9471","photo":"https://0.academia-photos.com/26041017/159257809/148916211/s65_sami.boudelaa.png"}</script></span></span></li><li class="js-paper-rank-work_65838199 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="65838199"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 65838199, container: ".js-paper-rank-work_65838199", }); });</script></li><li class="js-percentile-work_65838199 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 65838199; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = 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data-has-card-for-ri="3324" rel="nofollow" href="https://www.academia.edu/Documents/in/Arabic">Arabic</a>, <script data-card-contents-for-ri="3324" type="text/json">{"id":3324,"name":"Arabic","url":"https://www.academia.edu/Documents/in/Arabic?f_ri=9471","nofollow":true}</script><a class="InlineList-item-text" data-has-card-for-ri="4212" rel="nofollow" href="https://www.academia.edu/Documents/in/Cognition">Cognition</a><script data-card-contents-for-ri="4212" type="text/json">{"id":4212,"name":"Cognition","url":"https://www.academia.edu/Documents/in/Cognition?f_ri=9471","nofollow":true}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=65838199]'), work: {"id":65838199,"title":"Productivity and priming: Morphemic decomposition","created_at":"2021-12-24T04:17:20.894-08:00","url":"https://www.academia.edu/65838199/Productivity_and_priming_Morphemic_decomposition?f_ri=9471","dom_id":"work_65838199","summary":"This article was downloaded by: [Ingenta Content Distribution - Routledge]On: 6 June 2011Access details: Access Details: [subscription number 791963552]Publisher Psychology PressInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK","downloadable_attachments":[{"id":77261703,"asset_id":65838199,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26041017,"first_name":"Sami","last_name":"Boudelaa","domain_name":"uaeu","page_name":"SamiBoudelaa","display_name":"Sami Boudelaa","profile_url":"https://uaeu.academia.edu/SamiBoudelaa?f_ri=9471","photo":"https://0.academia-photos.com/26041017/159257809/148916211/s65_sami.boudelaa.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=9471","nofollow":true},{"id":237,"name":"Cognitive 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