dc.date.accessioned | 2019-08-26T05:31:18Z | |
dc.date.available | 2020-12-06T23:45:55Z | |
dc.date.created | 2018-12-07T10:33:54Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Torkildsen, Janne von Koss Arciuli, Joanne Wie, Ona Bø . Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography. Learning and individual differences. 2019, 69, 60-68 | |
dc.identifier.uri | http://hdl.handle.net/10852/69527 | |
dc.description.abstract | Learning to read is a milestone in a child's life, and reading ability is a strong predictor of academic outcomes. Some studies have revealed that individual differences in the capacity for implicit statistical learning are linked with children's reading skills in English, which has a deep orthography, but we do not know whether the same relation is found in semi-transparent orthographies such as Norwegian. Additionally, the relative contribution of statistical learning alongside other cognitive measures known to be related to reading has not been examined. This study of sixty-five Norwegian school children (M=10.3 years) found that performance on an independent statistical learning task predicted a small, but unique amount of variance in reading ability in Norwegian, even when a number of other reading-related cognitive skills were taken into account. This suggests that children's implicit learning of statistical regularities is associated with proficiency with written language in a semitransparent orthography such as Norwegian. | en_US |
dc.language | EN | |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-nd/4.0/ | |
dc.title | Individual differences in statistical learning predict children's reading ability in a semi-transparent orthography | en_US |
dc.type | Journal article | en_US |
dc.creator.author | Torkildsen, Janne von Koss | |
dc.creator.author | Arciuli, Joanne | |
dc.creator.author | Wie, Ona Bø | |
cristin.unitcode | 185,18,3,0 | |
cristin.unitname | Institutt for spesialpedagogikk | |
cristin.ispublished | true | |
cristin.fulltext | postprint | |
cristin.qualitycode | 1 | |
dc.identifier.cristin | 1640219 | |
dc.identifier.bibliographiccitation | info:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Learning and individual differences&rft.volume=69&rft.spage=60&rft.date=2019 | |
dc.identifier.jtitle | Learning and individual differences | |
dc.identifier.volume | 69 | |
dc.identifier.startpage | 60 | |
dc.identifier.endpage | 68 | |
dc.identifier.doi | https://doi.org/10.1016/j.lindif.2018.11.003 | |
dc.identifier.urn | URN:NBN:no-72672 | |
dc.type.document | Tidsskriftartikkel | en_US |
dc.type.peerreviewed | Peer reviewed | |
dc.source.issn | 1041-6080 | |
dc.identifier.fulltext | Fulltext https://www.duo.uio.no/bitstream/handle/10852/69527/4/Torkildsen%2BArciuli%2BWie%2B_Manuscript_SL_Read_Rev.pdf | |
dc.type.version | AcceptedVersion | |