Language Comprehension
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Language and Identity
Author: Dr. Jihane Farissi
language: en
Publisher: IPR Journals and Book Publishers
Release Date: 2025-04-25
TOPICS IN THE BOOK Language Issues in Morocco Nativisation of English by Third-Year Students of Wildlife Management and Ecotourism, The University of Namibia Katima Mulilo Campus Conceptualizing and Contextualizing Time and Other Utterances in Cameroon: A Linguistic Perspective Neurolinguistic Evidence for Predictive Coding in Language Comprehension Lexical Borrowing and Cultural Identity
Handbook of Cognition
The Handbook of Cognition provides a definitive synthesis of the most up-to-date and advanced work in cognitive psychology in a single volume. The editors have gathered together a team of world-leading researchers in specialist areas of the field, both traditional and `hot' new areas, to present a benchmark - in terms of theoretical insight and advances in methodology - of the discipline. This book contains a thorough overview of the most significant and current research in cognitive psychology that will serve this academic community like no other volume.
Fluency and Reading Comprehension in Typical Readers and Dyslexic Readers: Volume II
Author: Manuel Soriano-Ferrer
language: en
Publisher: Frontiers Media SA
Release Date: 2024-03-06
This Research Topic is the second edition of Fluency and reading comprehension in typical readers and dyslexics readers: Volume I This Second Edition Research Topic is focused on the characterization of the reading-writing difficulties and their comorbidities and in the analysis of evidence-based recommendations for early interventions and treatment of these difficulties within the fields of neuropsychology, speech-language pathology, and educational psychology. Reading involves decoding and comprehension components, and to become efficient it requires a large number of cognitive and linguistic processes. Among those, decoding failures can have different origins, such as deficits in phonological and/or visual processing. In addition, a child with reading difficulties might also have problems in the acquisition of writing and handwriting performance. This is an important point to be discussed, as reading and writing both suffer interference from vocabulary acquisition, linguistic skills, memory skills, reading and writing practices, and literacy methods. These processes become important only when the professional needs to deal with students presenting learning difficulties. Difficulty in using the knowledge of conversion rules between grapheme-phoneme to word reading construction or phoneme-grapheme for writing can be identified in schoolchildren with dyslexia, dysgraphia, and dysortography, being a specific learning disorder with a neurological etiology. In addition, there is established evidence of a speech-language processing basis, students with specific learning disabilities can show a range of cognitive difficulties (e.g., rapid naming, executive functioning, working memory). These presented difficulties interfere in their learning process, impairing their learning development.