grade will 90% be likely to be a worse reader in 4 th grade - Difficulties from o Reduced strategies for text comprehension o Reduced motivation to read o Developmental dyslexia Developmental Dyslexia - Difficulties in reading that seem to be independent from general IQ - Characterized by poor PA - Genetic component (54-75% MZ, 50% DZ) - Brain markers present very early - Interventions
- Multilingual kids tend to be dyslexic in all languages, not just one Comprehension - After recognition, reading comprehension = general speech comprehension o Greater skill at recognizing words more capacity for comprehension - Working memory capacity increases - Executive control improvements (self-regulation) o Better monitoring of comprehension and use of strategies Numbers - Understanding of numbers… counting! - Infants don’t count, but do they have an “approximate number sense”? - At 5 months… ANS and Later Math Ability - How does ANS relate to later math ability? - Infants at 6 months, then at 3.5 years - Preferential looking Learning to Count - Task – “How many?” - By 3 years… o One-to-one principle Only one counting tag to each counted object Ex. NOT saying one, two, two Every item that is counted needs to not be used again in the counting sequence o Stable-order principle
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- Fall '13
- Wechsler Adult Intelligence Scale, Intelligence Scale, word comprehension, later math ability