Diana Soares de Sousa
Biographic Data
| ID | 5706269 |
|---|---|
| NAME | Diana Soares de Sousa |
| GIVEN NAMES | Diana Soares |
| FAMILY NAME | de Sousa |
| SIGNATURE | DE SOUSA D S |
| AFFILIATIONS | University of the Witwatersrand |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2010 |
| H-INDEX | 0 |
Simultaneous and Sequential Cognitive Processing in Monolingual and Bilingual Children in South Africa
Academic success is correlated with simultaneous and sequential cognitive processing. The cognitive processing skills of bilingual children have come under scrutiny. Cognitive processing may be mediated by level of orthographic transparency, level of bilingualism, and language of instruction at school. Given the imperative of assessing the impact of bilingualism and multilingualism on learning, the performance of 30 monolingual English and 30 bil…
The effects of phonological awareness of Zulu‐speaking children learning to spell in English
Background. Emergent bilingual Zulu–English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English‐only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy instruction. Thus, whether PA in a L1 impacts on literacy acquisition in the L2 remains unclear. Aims. P…
No prominent works on this page.
Simultaneous and Sequential Cognitive Processing in Monolingual and Bilingual Children in South Africa
Academic success is correlated with simultaneous and sequential cognitive processing. The cognitive processing skills of bilingual children have come under scrutiny. Cognitive processing may be mediated by level of orthographic transparency, level of bilingualism, and language of instruction at school. Given the imperative of assessing the impact of bilingualism and multilingualism on learning, the performance of 30 monolingual English and 30 bil…
The effects of phonological awareness of Zulu‐speaking children learning to spell in English
Background. Emergent bilingual Zulu–English speaking children in South Africa have spoken but no written proficiency in Zulu (L1), yet are required to learn to spell English (L2) via English‐only literacy instruction. Little research exists on emergent bilingual's phonological awareness (PA) and spelling development, with no L1 formal literacy instruction. Thus, whether PA in a L1 impacts on literacy acquisition in the L2 remains unclear. Aims. P…
Linguistics (2 works) · Literacy (2 works) · Pedagogy (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Cognition (1 work) · Cognitive psychology (1 work) · Cognitive skill (1 work) · Developmental psychology (1 work) · EFL/ESL Teaching and Learning (1 work)