Listening text comprehension in preschoolers: a longitudinal study on the role of semantic components

By Elena Florit, Maja Roch, M. Levorato. 2014

119 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/5306a6483875141e0e2072dde383535e1ad6e97b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Y. Kim

In Developmental and Educational Psychology

1. Y. Kim
2. Kelly B. Cartwright
3. Nell K. Duke

Citations in the corpus

• Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, result): “Magnitudes of these relations are similar to those in previous studies in various languages (e.g., Kim, 2015a, 2016; Cain et al., 2004; Florit et al., 2014; Lepola et al., 2012).”
• Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, background): “…working memory is related to reading comprehension as well as to its component skills such as listening comprehension (Daneman & Merikle, 1996; Florit et al., 2014; Kim & Phillips, 2014), phonological awareness (Høien-Tengesdal & Tønnessen, 2011; Swanson & Howell, 2001), vocabulary…”