SARAH O'TOOLE
Biographic Data
| ID | 7128887 |
|---|---|
| NAME | SARAH O'TOOLE |
| GIVEN NAMES | SARAH |
| FAMILY NAME | O'TOOLE |
| SIGNATURE | TOOLE S O |
| AFFILIATIONS | University of Luton |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2001 |
| H-INDEX | 0 |
Development of Reading Proficiency in English by Bilingual Children and Their Monolingual Peers
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for
Development of Reading Proficiency in English by Bilingual Children and Their Monolingual Peers
The semantic, syntactic, and graphophonic cueing techniques employed by 55 bilingual children and 39 monolingual peers when reading aloud in English were identified through miscue analysis. In contrast to earlier research in 1999 by Cline and Cozens no significant differences were found between the two groups on any of the techniques. Both bilingual and monolingual readers consistently used more graphophonic cues than syntactic or semantic cues b…
No prominent works on this page.
Development of Reading Proficiency in English by Bilingual Children and Their Monolingual Peers
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for
Development of Reading Proficiency in English by Bilingual Children and Their Monolingual Peers
The semantic, syntactic, and graphophonic cueing techniques employed by 55 bilingual children and 39 monolingual peers when reading aloud in English were identified through miscue analysis. In contrast to earlier research in 1999 by Cline and Cozens no significant differences were found between the two groups on any of the techniques. Both bilingual and monolingual readers consistently used more graphophonic cues than syntactic or semantic cues b…
Linguistics (2 works) · Neuroscience of multilingualism (2 works) · Psychology (2 works) · Reading (process (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work) · Cline (biology (1 work) · Cognitive and developmental aspects of mathematical skills (1 work) · Cognitive psychology (1 work) · Computer Science (1 work)