Development of reading prosody in school‐age Spanish children: a longitudinal study

2019 ◽  
Vol 43 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Marta Álvarez‐Cañizo ◽  
Cristina Martínez‐García ◽  
Fernando Cuetos ◽  
Paz Suárez‐Coalla
Keyword(s):  
Longitudinal Study ◽  
School Age ◽  
Reading Prosody

Working memory and fluid intelligence predict reading comprehension in school‐age children: a one‐year longitudinal study

2021 ◽  
Author(s):  
Santiago Vernucci ◽  
Yesica Aydmune ◽  
María Laura Andrés ◽  
Débora Inés Burin ◽  
Lorena Canet‐Juric
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Longitudinal Study ◽  
Fluid Intelligence ◽  
School Age Children ◽  
School Age ◽  
One Year

scholarly journals Early Neurodevelopmental Findings Predict School Age Cognitive Abilities in Duchenne Muscular Dystrophy: A Longitudinal Study

PLoS ONE ◽  
2015 ◽  
Vol 10 (8) ◽  
pp. e0133214 ◽  
Author(s):  
Daniela Chieffo ◽  
Claudia Brogna ◽  
Angela Berardinelli ◽  
Grazia D’Angelo ◽  
Maria Mallardi ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Duchenne Muscular Dystrophy ◽  
Muscular Dystrophy ◽  
Cognitive Abilities ◽  
School Age

Sex Differences in the Performance of School Children

1972 ◽  
Vol 17 (4) ◽  
pp. 273-278
Author(s):  
Eva P. Lester ◽  
Stephanie Dudek ◽  
Roy C. Muir
Keyword(s):  
Sex Differences ◽  
Academic Performance ◽  
Longitudinal Study ◽  
School Age Children ◽  
School Age ◽  
Motor Ability ◽  
Sex Typing ◽  
Female Children ◽  
Conceptual Ability ◽  
Objective Tests

Marked and consistent differences in academic performance between boys and girls were found in a longitudinal study of young school-age children. Performance, measured by objective tests administered by a psychologist, was higher in girls in all grades (Grade I to Grade V). However, tests of intelligence, perceptual maturity and conceptual ability showed no sex-linked differences — the only tests favouring the girls were those of motor ability. To explain the better academic performance of female children, personality attributes were considered (C.P.I.). Statistically significant differences were found in three personality dimensions: girls were found to be obedient and dependent, sober-minded and quiet, practical and realistic. In contrast the boys were found to be assertive and independent, excitable and happy-go-lucky, sensitive and free thinking. The significance of these findings is discussed in terms of academic achievement and also in terms of culturally-determined sex-typing of young children.

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