Literaturnachweis - Detailanzeige
| Autor/inn/en | Figueroa, Mario; Bayés, Gemma; Darbra, Sònia; Silvestre, Nùria |
|---|---|
| Titel | Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant |
| Quelle | In: Reading Psychology, 44 (2023) 5, S.463-483 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Figueroa, Mario) ORCID (Darbra, Sònia) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0270-2711 |
| DOI | 10.1080/02702711.2022.2156953 |
| Schlagwörter | Assistive Technology; Hearing Impairments; Reading Comprehension; Reading Achievement; Theory of Mind; Reading Skills; Elementary School Students; Secondary School Students; Preadolescents; Early Adolescents; Foreign Countries; Language Skills; Student Characteristics; Socioeconomic Status; Spain; Hollingshead Social Economic Status Measures |
| Abstract | The transition to secondary education is a sensitive period for social and academic development and also for student identity. However, there is scarce evidence of the development of reading comprehension and theory of mind in pupils with cochlear implant (CI) during the educational trajectory. The results show that pupils with CI obtain age-appropriate reading scores during the educational transition. Theory of mind development seems to be heterogeneous in CI users and be affected after the educational transition compared to their own performance in the first wave. This variability could be related to adaptation to secondary education and their individual characteristics. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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