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Phonological skills are things that one can do with one's phonological representations, but that require some additional skill: awareness and meta-cognitive skills, short-term or working memory, rapid and serial retrieval.
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These 12 subtests were combined to yield five composite scores in the domains of literacy, phonological awareness, phonological memory, rapid naming and orthographic skills.
Computerized tests from Cambridge Neuropsychological Test Automated Battery (CANTAB software, Cambridge Cognition, UK) were used for spatial working memory, rapid visual information processing and paired associate learning.
Specifically, the genetic contributions to word reading, phonological memory and rapid automatized naming, and the shared environmental influences on receptive vocabulary, are likely to be universal across languages.
The stronger influences of genetic factors on Chinese word reading, phonological memory and rapid automatized naming, and the greater effects of shared environmental factors on Chinese receptive vocabulary, agree with past research evidence on English children [25], [29], [32].
Other reading-related cognitive deficits, such as deficits in working memory and rapid naming, have been associated with reading difficulties among poor readers (see, for example, Wimmer et al. [2000]).
Lastly, we indicated that genetic factors played a prominent role in certain Chinese skills, including word reading, tone awareness, phonological memory and rapid automatized naming.
Phonological skills (including phonological awareness, phonological memory, and rapid naming) were measured with the Comprehensive Test of Phonological Processing (CTOPP) [27].
Ultimately, these data may offer additional context for understanding the findings in the current cross-sectional literature using fMRI to examine deficits in working memory and rapid decision making.
Phonological skills include phonological awareness, verbal working memory and rapid naming, i.e. the phonological skills known to be relevant to reading acquisition and to be impaired in dyslexia.
In conclusion, all these results define the sensitivity and threshold for mechanical force that is required to activate IgM-BCRs and isotype-switched IgG-BCR and IgE-BCR, highlighting the significant contribution of mechanical force signals in the enhanced activation of isotype-switched IgG-BCR and IgE-BCR expressing memory B cells in rapid and high-titered antigen recall responses.
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