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dc.contributor.authorGiménez-de-la-Peña, Almudena 
dc.contributor.authorLuque-Vilaseca, Juan Luis 
dc.contributor.authorOrtiz, Andrés
dc.contributor.authorCobo, Amparo
dc.contributor.authorLópez-Zamora, Miguel
dc.contributor.authorSánchez, Auxiliadora
dc.contributor.authorLópez-Pérez, Javier
dc.date.accessioned2019-10-17T12:40:37Z
dc.date.available2019-10-17T12:40:37Z
dc.date.created2019
dc.date.issued2019-10-17
dc.identifier.urihttps://hdl.handle.net/10630/18597
dc.description.abstractThe goal or this research is to identify the tasks with the highest predictive power yusing a Multidimensional Longitudinal Approach within a prevention-oriented RtI model. The assessment of genetic family risk, early linguistic and cognitive skills on Spanish literacy acquisition and learning difficulties was carried on in two cohorts of 850 4-7 and 3-6 year-old-children. Results show that phonological skills are predictive from the beginning of the assessment, reading abilities take relevance later on, and then other components as aritmetics or motor skills take place.en_US
dc.description.sponsorshipUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. Ministerio de Economía PSI2015-65848-Ry Competitividad y Fondos Feder UMA15-C-3657en_US
dc.language.isoengen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDislexiaen_US
dc.subject.otherDyslexiaen_US
dc.subject.otherRisken_US
dc.subject.otherEarly detectionen_US
dc.subject.otherPredictionen_US
dc.titleA multiple risk factor perspective on the prediction of literacy acquisition and learning difficulties for Spanish children ages 4-6 and 5-7en_US
dc.typeinfo:eu-repo/semantics/conferenceObjecten_US
dc.centroFacultad de Psicologíaen_US
dc.relation.eventtitleInternational Worksohop on Rading and Developmental Dyslexiaen_US
dc.relation.eventplaceSan Sebasián, Españaen_US
dc.relation.eventdate2-4 octubre 2019en_US


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