Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty-Reference-Cited by-同舟云学术

Socioeconomic background, nonverbal IQ and school absence affects the development of vocabulary and reading comprehension in children living in severe poverty

Published:2019-06-14 Issue:5 Volume:22 Page:
ISSN:1363-755X
Container-title:Developmental Science
language:en
Short-container-title:Dev Sci

Author:

Lervåg Arne¹,Dolean Dacian²³,Tincas Ioana⁴,Melby‐Lervåg Monica⁵

Affiliation:

1. Department of Education University of Oslo Oslo Norway

2. Faculty of Psychology and Educational Sciences Babes‐Bolyai University Cluj‐Napoca Romania

3. School of Humanities and Social Sciences East Georgia State College Swainsboro Georgia USA

4. Transylvanian Institute of Neuroscience Cluj‐Napoca Romania

5. Department of Special Needs Education University of Oslo Oslo Norway

Funder

EEA Grants

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/desc.12858

Reference67 articles.

1. The IQ of Gypsies in Central Europe

2. Development of mathematical and language literacy among Roma students

3. The bilingual adaptation: How minds accommodate experience.

4. Estimating root word vocabulary growth in normative and advantaged populations: Evidence for a common sequence of vocabulary acquisition.

5. Socioeconomic and cultural factors of low scholastic achievement of Roma children

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