Linda S Siegel
Datos Biográficos
| ID | 150915 |
|---|---|
| NOMBRE | Linda S Siegel |
| NOMBRES | Linda S |
| APELLIDO | Siegel |
| FIRMA | SIEGEL L S |
| AFILIACIONES | University of British Columbia |
| ORCID | 0000-0001-7500-5189 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAS | 192 |
| TOTAL COMO AUTOR | 37 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1953 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
Thoughts on the Definition of Dyslexia
The International Dyslexia Association's current definition of dyslexia was approved by its Board of Directors on November 12, 2002. After two decades of scientific inquiry into the nature of dyslexia, it is time to reconsider and potentially revise the definition in light of what has been learned. We propose a definition of dyslexia based on its essential nature. Dyslexia is a specific learning disability in reading at the word level. It involve…
Wendy Hui Kyong Chun
Article Wendy Hui Kyong Chun: Discriminating Data. Correlation, Neighborhoods, and the New Politics of Recognition was published on November 22, 2022 in the journal Feministische Studien (volume 40, issue 2)
From Schools to Scans
We bridge two analogous concepts of comorbidity, dyslexia-dyscalculia and reading-mathematical disabilities, in neuroscience and education, respectively. We assessed the cognitive profiles of 360 individuals (mean age 25.79 ± 13.65) with disability in reading alone (RD group), mathematics alone (MD group) and both (comorbidity: MDRD group), with tests widely used in both psychoeducational and neuropsychological batteries. As expected, the MDRD gr…
E.E. Cummings and dyslexia
Drawing Breath
Drawing Breath: Breathing into the Rhythm and Form of Art TherapyExercises and Workbook for Psychotherapists and Educators Linda Siegel (bio) Sitting in dignity, we bring our awareness to the object of our awareness. The breath is that object. —The Buddha Introduction Breath, which pumps healthy oxygen into our bodies more than 20,000 times a day, is common to all living things. Developing a deep understanding of the process of breathing can reve…
Developmental dyslexia
Learning disabilities are associated with mental health, behavioural and social difficulties. Developmental dyslexia is a particularly salient example of a learning disability that is associated with social and emotional consequences that are not considered primary features of the disorder. These issues can remain and, in some cases, escalate in adulthood. Practitioners should be made aware of the consequences of the emotional impact of such lear…
First‐Language Longitudinal Predictors of Second‐Language Literacy in Young L2 Learners
Can young students’ early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross‐language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word‐reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and lon…
Can non-interactive language input benefit young second-language learners
To fully acquire a language, especially its phonology, children need linguistic input from native speakers early on. When interaction with native speakers is not always possible – e.g. for children learning a second language that is not the societal language – audios are commonly used as an affordable substitute. But does such non-interactive input work? Two experiments evaluated the usefulness of audio storybooks in acquiring a more native-like …
Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers
This study examined the effects of an intervention helping struggling readers improve their reading and writing skills in English as a foreign language (L2), and those same skills in Arabic, which was their first language (L1). Transferring linguistic skills from L2 to L1 is termed cognitive retroactive transfer. Tests were administered to the experimental and control groups that assessed orthographic knowledge, phonological awareness, morphologi…
English Immersion in Mainland China
Early English immersion in Xi’an, China
A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers
The present study examined the relative role played by three cognitive processes — phonological processing, verbal working memory, syntactic awareness — in understanding the reading comprehension performance among 884 native English (L1) speakers and 284 English-as-a-Second-Language (ESL) speakers in sixth-grade (mean age: 11.43 years). The performance of both groups of speakers were comparable on measures of word reading, word reading fluency, p…
The Development of Reading in Children Who Speak English as a Second Language
Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All chil…
Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
Factors related to English reading performance in children with Chinese as a first language
Parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and in Chinese to 65 children whose 1st language (LI) was Cantonese and whose 2nd language (L2) was English. Phonological skill was correlated across L1 and L2. Phonological skill in both L1 and L2 was correlated with L2 reading and contributed a unique variance to L2 reading, even though the children's L1 was not written in an…
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Dora Stock, Portrait Painter of the Korner Circle in Dresden
This text examines Dora Stock, member of a group of lesser-known German women artists who brought about the transition from the idealized portrait to the realistic likeness. A prolific portraitist, she consistantly laboured to achieve her vision, reaching at the end of her life a degree of realism akin to the most outstanding portrait painters. The author assembles 36 portraits, numerous letters in English translation, and extensive biographical …
Phonological Recoding and Phoneme Awareness in Early Literacy
Les As. presentent deux etudes. La premiere porte sur le developpement et le role du recodage phonologique au debut de l'apprentissage de la lecture, ou le recodage phonologique est considere comme un ensemble de competences comportant l'utilisation systematique de relations entre lettres et phonemes lors de la reconnaissance ou de la prononciation d'une suite de signes (mots ou pseudo-mots), ou de l'ecriture. La seconde etude examine les interre…
Phenotypic performance profile of children with reading disabilities
In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those witho…
The long-term prognosis of pre-term infants
Phonological Processing Deficits as the Basis of a Reading Disability
Home environment and cognitive development in the first 3 years of life
Attempted to examine the generalizability of environment/development relationships among 3 ethnic groups across the first 3 years of life. Social status did not show a consistent relationship to either quality of home environment or children's developmental status across the various groups. Results indicated a fairly consistent relationship between HOME scores and children's developmental status, although there were some ethnic and social status …
Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children
Etude du developpement d'une serie d'habiletes phonologiques, grammaticales ou relatives a la memoire a court terme chez 281 enfants de 7 a 14 ans presentant ou non des deficits specifiques en lecture, en arithmetique ou dans les capacites d'attention
Music in German Romantic Literature
Deep dyslexia and developmental dyslexia
Home environment and cognitive development in the first 3 years of life
Attempted to examine the generalizability of environment/development relationships among 3 ethnic groups across the first 3 years of life. Social status did not show a consistent relationship to either quality of home environment or children's developmental status across the various groups. Results indicated a fairly consistent relationship between HOME scores and children's developmental status, although there were some ethnic and social status …
The Development of Reading in Children Who Speak English as a Second Language
Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All chil…
Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children
Etude du developpement d'une serie d'habiletes phonologiques, grammaticales ou relatives a la memoire a court terme chez 281 enfants de 7 a 14 ans presentant ou non des deficits specifiques en lecture, en arithmetique ou dans les capacites d'attention
Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
Short-term memory processes in children with reading and arithmetic learning disabilities
The role of phonemic coding in short-term memory was studied in 45 children with a reading disability, 38 children with a specific arithmetic disability, and 89 children who were achieving normally in school. The children, aged 7 to 13, were administered a series of tasks that involved the visual or auditory presentation of rhyming and nonrhyming letters and either an oral or a written response. The youngest children (7 to 8 years) with a reading…
Phonological Recoding and Phoneme Awareness in Early Literacy
Les As. presentent deux etudes. La premiere porte sur le developpement et le role du recodage phonologique au debut de l'apprentissage de la lecture, ou le recodage phonologique est considere comme un ensemble de competences comportant l'utilisation systematique de relations entre lettres et phonemes lors de la reconnaissance ou de la prononciation d'une suite de signes (mots ou pseudo-mots), ou de l'ecriture. La seconde etude examine les interre…
Children's and adolescents' reactions to the assassination of Martin Luther King
Development of the concept of seriation
The sequence of development of certain number concepts in preschool children
Development of number concepts
The development of ordering and correspondence operations, under varying degrees of the presence of length cues to number, was studied in 91 preschool children, aged 3.5 to 5.0 years. Ordering operations, as measured by a relative magnitude task, preceded the development of correspondenc e concepts. Many-to-one correspondence did not clearly develop before one-to-one correspondence. When length was positively correlated with number, performance i…
First‐Language Longitudinal Predictors of Second‐Language Literacy in Young L2 Learners
Can young students’ early reading abilities in their first language (L1) predict later literacy development in a second language (L2)? The cross‐language relationships between Chinese (L1) and English (L2) among 87 Hong Kong students were explored in a longitudinal study. Chinese word‐reading fluency, Chinese rapid digit naming, and Chinese rhyme awareness at age 7 (grade 1), with age and IQ taken into account, were significant concurrent and lon…
Cognitive Retroactive Transfer (CRT) of Language Skills Among Bilingual Arabic-English Readers
This study examined the effects of an intervention helping struggling readers improve their reading and writing skills in English as a foreign language (L2), and those same skills in Arabic, which was their first language (L1). Transferring linguistic skills from L2 to L1 is termed cognitive retroactive transfer. Tests were administered to the experimental and control groups that assessed orthographic knowledge, phonological awareness, morphologi…
Conservation of number in young children
Egocentrism, empathy, and altruistic behavior in young children
Effects of training and set size on children's judgments of number and length
The development of the understanding of certain number concepts
Background factors related to effective group participation
Conservation of number in young children
Rule structure and proportion of positive instances as determinants of concept attainment in children
The development of the understanding of certain number concepts
The sequence of development of certain number concepts in preschool children
Development of the concept of seriation
Development of number concepts
The development of ordering and correspondence operations, under varying degrees of the presence of length cues to number, was studied in 91 preschool children, aged 3.5 to 5.0 years. Ordering operations, as measured by a relative magnitude task, preceded the development of correspondenc e concepts. Many-to-one correspondence did not clearly develop before one-to-one correspondence. When length was positively correlated with number, performance i…
Effects of training and set size on children's judgments of number and length
Children's and adolescents' reactions to the assassination of Martin Luther King
Egocentrism, empathy, and altruistic behavior in young children
Social interactions
Illustrations of the bidirectional nature of parent–child interactions are provided in families with developmentally delayed children
Short-term memory processes in children with reading and arithmetic learning disabilities
The role of phonemic coding in short-term memory was studied in 45 children with a reading disability, 38 children with a specific arithmetic disability, and 89 children who were achieving normally in school. The children, aged 7 to 13, were administered a series of tasks that involved the visual or auditory presentation of rhyming and nonrhyming letters and either an oral or a written response. The youngest children (7 to 8 years) with a reading…
Deep dyslexia and developmental dyslexia
Music in German Romantic Literature
Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children
Etude du developpement d'une serie d'habiletes phonologiques, grammaticales ou relatives a la memoire a court terme chez 281 enfants de 7 a 14 ans presentant ou non des deficits specifiques en lecture, en arithmetique ou dans les capacites d'attention
Home environment and cognitive development in the first 3 years of life
Attempted to examine the generalizability of environment/development relationships among 3 ethnic groups across the first 3 years of life. Social status did not show a consistent relationship to either quality of home environment or children's developmental status across the various groups. Results indicated a fairly consistent relationship between HOME scores and children's developmental status, although there were some ethnic and social status …
Phonological Processing Deficits as the Basis of a Reading Disability
Phenotypic performance profile of children with reading disabilities
In this study, we introduce a new analytic strategy for comparing the cognitive profiles of children developing reading skills at different rates: a regression-based logic that is analogous to the reading-level match design, but one without some of the methodological problems of that design. It provides a unique method for examining whether the reading subskill profiles of poor readers with aptitude/achievement discrepancy differ from those witho…
The long-term prognosis of pre-term infants
Phonological Recoding and Phoneme Awareness in Early Literacy
Les As. presentent deux etudes. La premiere porte sur le developpement et le role du recodage phonologique au debut de l'apprentissage de la lecture, ou le recodage phonologique est considere comme un ensemble de competences comportant l'utilisation systematique de relations entre lettres et phonemes lors de la reconnaissance ou de la prononciation d'une suite de signes (mots ou pseudo-mots), ou de l'ecriture. La seconde etude examine les interre…
Dora Stock, Portrait Painter of the Korner Circle in Dresden
This text examines Dora Stock, member of a group of lesser-known German women artists who brought about the transition from the idealized portrait to the realistic likeness. A prolific portraitist, she consistantly laboured to achieve her vision, reaching at the end of her life a degree of realism akin to the most outstanding portrait painters. The author assembles 36 portraits, numerous letters in English translation, and extensive biographical …
Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages
Factors related to English reading performance in children with Chinese as a first language
Parallel measures of phonological, syntactic, and orthographic processing skill and reading were administered in English and in Chinese to 65 children whose 1st language (LI) was Cantonese and whose 2nd language (L2) was English. Phonological skill was correlated across L1 and L2. Phonological skill in both L1 and L2 was correlated with L2 reading and contributed a unique variance to L2 reading, even though the children's L1 was not written in an…
Reading, Syntactic, Orthographic, and Working Memory Skills of Bilingual Arabic-English Speaking Canadian Children
The Development of Reading in Children Who Speak English as a Second Language
Patterns of reading development were examined in native English-speaking (L1) children and children who spoke English as a second language (ESL). Participants were 978 (790 L1 speakers and 188 ESL speakers) Grade 2 children involved in a longitudinal study that began in kindergarten. In kindergarten and Grade 2, participants completed standardized and experimental measures including reading, spelling, phonological processing, and memory. All chil…
Psychology (33 obras) · Developmental psychology (21 obras) · Reading and Literacy Development (19 obras) · Linguistics (18 obras) · Cognitive psychology (17 obras) · Cognitive and developmental aspects of mathematical skills (14 obras) · Cognition (13 obras) · Phonological awareness (8 obras) · Mathematics education (7 obras) · Dyslexia (6 obras)