Anne-Marie Adams
Biographic Data
| ID | 5763113 |
|---|---|
| NAME | Anne-Marie Adams |
| GIVEN NAMES | Anne-Marie |
| FAMILY NAME | Adams |
| SIGNATURE | ADAMS A |
| AFFILIATIONS | Liverpool John Moores University |
| ORCID | 0000-0002-7534-3388 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Examining Associations Between Preschool Home Literacy Experiences, Language, Cognition And Early Word Reading
Research Findings: The study investigated whether preschool code-related home literacy experiences had direct associations with regular and irregular word reading in the first year of primary school as well as exploring whether there were indirect associations between these experiences and later word reading via children’s language skills or inhibitory control. The parents of 274 preschool children completed a home learning questionnaire at time …
Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia
The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian) and deep (English) orthographies, and specifically the characterisation o…
Student engagement with feedback and attainment
Academic self-efficacy, the belief that one can achieve desired academic goals plays an important role in learning. This study aimed to determine the extent to which academic self-efficacy mediates relationships between students’ perceptions of feedback and their academic attainment. An opportunity sample of 232 students (123 female) in their first year of higher education reported their academic self-efficacy and evaluated their assessment exper…
Identifying the preschool home learning experiences that predict early number skills
Working Memory and Writing in Bilingual Students
The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed…
Working memory in children with reading disabilities
Karl Bregenzer
Journal Article Karl Bregenzer: Missionary Martyr-Spy Get access Anna Adams Anna Adams assistant professor of history Muhlenberg College, Allentown, Pennsylvania Search for other works by this author on: Oxford Academic Google Scholar Journal of Church and State, Volume 37, Issue 1, Winter 1995, Pages 121–133, https://doi.org/10.1093/jcs/37.1.121 Published: 01 January 1995
Phonological working memory in very young children
By Gathercole, Susan E.; Adams, Anne-Marie Developmental Psychology. Vol 29(4), Jul 1993, 770-778. Abstract This study was designed to establish whether phonological working memory skills could be assessed in children below 4 yrs of age. A group of 2- and 3-yr-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that tapped other cognitive skills. Scores on the …
Phonological working memory in very young children
By Gathercole, Susan E.; Adams, Anne-Marie Developmental Psychology. Vol 29(4), Jul 1993, 770-778. Abstract This study was designed to establish whether phonological working memory skills could be assessed in children below 4 yrs of age. A group of 2- and 3-yr-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that tapped other cognitive skills. Scores on the …
Phonological working memory in very young children
By Gathercole, Susan E.; Adams, Anne-Marie Developmental Psychology. Vol 29(4), Jul 1993, 770-778. Abstract This study was designed to establish whether phonological working memory skills could be assessed in children below 4 yrs of age. A group of 2- and 3-yr-old children were tested on 3 phonological memory measures (digit span, nonword repetition, and word repetition) and were also given tasks that tapped other cognitive skills. Scores on the …
Karl Bregenzer
Journal Article Karl Bregenzer: Missionary Martyr-Spy Get access Anna Adams Anna Adams assistant professor of history Muhlenberg College, Allentown, Pennsylvania Search for other works by this author on: Oxford Academic Google Scholar Journal of Church and State, Volume 37, Issue 1, Winter 1995, Pages 121–133, https://doi.org/10.1093/jcs/37.1.121 Published: 01 January 1995
Working memory in children with reading disabilities
Working Memory and Writing in Bilingual Students
The vocabulary, spelling and writing skills of French/English bilingual students aged between 12 and 15 years were assessed, along with their verbal working memory (VWM), visuo-spatial working memory (VSWM) and phonological short-term memory (PSTM) skills. The extent to which individual differences in writing performance reflected variations in working memory skills which were specific to the memory domain and the language of testing was assessed…
Student engagement with feedback and attainment
Academic self-efficacy, the belief that one can achieve desired academic goals plays an important role in learning. This study aimed to determine the extent to which academic self-efficacy mediates relationships between students’ perceptions of feedback and their academic attainment. An opportunity sample of 232 students (123 female) in their first year of higher education reported their academic self-efficacy and evaluated their assessment exper…
Identifying the preschool home learning experiences that predict early number skills
Shallow or deep? The impact of orthographic depth on visual processing impairments in developmental dyslexia
The extent to which impaired visual and phonological mechanisms may contribute to the manifestation of developmental dyslexia across orthographies of varying depth has yet to be fully established. By adopting a cross-linguistic approach, the current study aimed to explore the nature of visual and phonological processing in developmental dyslexic readers of shallow (Italian) and deep (English) orthographies, and specifically the characterisation o…
Examining Associations Between Preschool Home Literacy Experiences, Language, Cognition And Early Word Reading
Research Findings: The study investigated whether preschool code-related home literacy experiences had direct associations with regular and irregular word reading in the first year of primary school as well as exploring whether there were indirect associations between these experiences and later word reading via children’s language skills or inhibitory control. The parents of 274 preschool children completed a home learning questionnaire at time …
Psychology (7 works) · Reading and Literacy Development (6 works) · Cognitive psychology (5 works) · Developmental psychology (5 works) · Linguistics (5 works) · Cognition (4 works) · Literacy (4 works) · Phonological awareness (4 works) · Cognitive and developmental aspects of mathematical skills (3 works) · Short-term memory (3 works)