Early detection of reading problems is important to prevent an enduring lag in reading skills. We studied the relationship between speed of word recognition (after six months of grade 1 education) and four kindergarten pre-literacy skills: letter knowledge, phonological awareness and naming speed for both digits and letters. Our sample consisted of 178 pupils divided over seven classes. In agreement with the literature, we found that all four kindergarten tests were related to speed of word recognition in grade 1. We also performed a multiple regression analysis with a set of background variables and the four kindergarten tests. The model explained 53% of the variance in speed of word recognition. However, only letter knowledge and naming speed for digits had a significant direct effect. Our conclusion is, nevertheless, that all four kindergarten tests should be used to identify children at risk for reading problems.
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This study explores how journalists in highspeed newsrooms gather information, how gathering activities are temporally structured and how reliability manifests itself in information-gathering activities.
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RTs in conversation, with average gaps of 200 msec and often less, beat standard RTs, despite the complexity of response and the lag in speech production (600 msec or more). This can only be achieved by anticipation of timing and content of turns in conversation, about which little is known.Using EEGand an experimental task with conversational stimuli, we show that estimation of turn durations are based on anticipating the way the turn would be completed.We found a neuronal correlate of turn-end anticipation localized in ACC and inferior parietal lobule, namely a beta-frequency desynchronization as early as 1250 msec, before the end of the turn.We suggest that anticipation of the other’s utterance leads to accurately timed transitions in everyday conversations.
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