Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant-Reference-Cited by-同舟云学术

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Reading and Theory of Mind during the Primary-Secondary Educational Transition: A Multiple Case Study in Pupils with a Cochlear Implant

Published:2022-12-16 Issue: Volume: Page:1-21
ISSN:0270-2711
Container-title:Reading Psychology
language:en
Short-container-title:Reading Psychology

Author:

Figueroa Mario¹^ORCID,Bayés Gemma²,Darbra Sònia³⁴^ORCID,Silvestre Nùria¹

Affiliation:

1. Department of Basic, Developmental and Educational Psychology, Autonomous University of Barcelona, Barcelona, Spain

2. Centre Espill, Arbúcies, Girona, Spain

3. Department of Psychobiology and Methodology of Health Sciences, Autonomous University of Barcelona, Barcelona, Spain

4. Neurosciences Institute, Autonomous University of Barcelona, Barcelona, Spain

Publisher

Informa UK Limited

Subject

Linguistics and Language,Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/02702711.2022.2156953

Reference48 articles.

1. Reading abilities after cochlear implantation: The effect of age at implantation on outcomes at 5 and 7 years after implantation

2. Deaf and hearing students' referential strategies in writing: What referential cohesion tells us about deaf students' literacy development

3. Non-linearities in Theory-of-Mind Development

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1. Uso de estrategias sintácticas y/o semánticas para la comprensión lectora del alumnado adolescente con sordera;Revista de Logopedia, Foniatría y Audiología;2024-10

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