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Tiffany Hogan
professor, scientist, podcaster, avid reader, academic momma, , , ,
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Tiffany Hogan 8h
Eating 'beaver tails' in Toronto at with
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Sara Peden 15h
Want to see something cool/helpful? SVR/Reading Rope - showing how forms of prosody relate. Thank you !
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Dr. Nadine Gaab 15h
Next presenter, from is presenting her work showing that white matter microstructure in infancy predicts language and pre-literacy skills in preschool
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Dr. Nadine Gaab 17h
Using model-based meta-analysis to improve diagnosis of reading disability in 33 studies by Rachel Joyner from : Children with a disability are 2x more likely to also have a disability. Important implications for education and below.
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Monica Melby-Lervåg 16h
Meta-analysis concludes with high odds ratio for also having a math problem if you have a reading problem. Great study by
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Dr. Nadine Gaab 18h
Great new data repository for behavioral data on student achievement/learning disabilities introduced by
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Monica Melby-Lervåg 16h
The genetic comorbidity between reading disorder and ADHD is lower than what is demonstrated in some studies, e.g Colorado sample. Great study by et al meta-symposium
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Tiffany Hogan 8h
Replying to @SaraJPeden
Oops, that should be 'word'. Oh how I wish I could edit tweets.
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Tiffany Hogan 17h
Yi-Jui Chen: When learning to spell new words, using rime pairs (e.g., ball & call) was helpful for grade 2 children learning to spell new words, but only for those with weaker spelling skills.
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Tiffany Hogan 18h
: Can knowing letter names have positive effects on the spelling for young children? Yes, in initial spelling instruction, using words like 'bead' & 'peach' may help young spellers grasp early letter-sound correspondences, because each starts with a letter name
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Dr. Nadine Gaab 21h
What’s driving the relationship between reading and vocabulary growth? Reading activity or reading ‘efficiency/ability ’ (more able readers have more free ‘resources’ for accessing and comprehending text)? It’s both! Laura Shapiro
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Tiffany Hogan 18h
Replying to @NicoleJConrad
Thank you for the fabulous presentation!
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Tiffany Hogan 21h
Kilpatrick: This is how reading researches approach research at times.
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Tiffany Hogan 21h
Georgiou: promising primary evidence in support of SWI for improving wired reading in grade 3 children,
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Tiffany Hogan 21h
: pretraining new vocab helps children remember them later.
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Tiffany Hogan 22h
Absolutley yes! Thank you for saying that.
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Tiffany Hogan 23h
Oullette: In adults, words spelled accurately were read faster. This adds to accumulating evidence that teaching spelling improves reading.
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Lisa Archibald 23h
Replying to @larchiba6
Sparks: Stress emerges as a relevant clue to spelling from around grade 5. Early on, spellings may be more reflective of vowel quality than stress.
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Tiffany Hogan 23h
: Children remember their own self-generated (invented) spellings even if those spellings are incorrect. Explicit teaching & practice of word spellings (& contrasting to a child's invented spelling) may improve memory for accutare spellings.
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James Booth Jul 17
Interesting review suggesting aptitude by treatment response in , but here they focus on learning capacity! I guess should be important.
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