Reading and writing words and numbers: Similarities, differences, and implications

Moura, Ricardo; Haase, Vítor Geraldi; Lopes-Silva, Júlia Beatriz; Batista, Luana Teixeira; Freitas, Fernanda Rocha de; Bahnmueller, Julia; Moeller, Korbinian

doi:10.1515/9783110661941-015

Cited by 2 publications

(2 citation statements)

References 56 publications

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“…The main cognitive schemes worked on and which underlie the City of Tomorrow units are: (a) social information processing theory [148,163]; (b) self-instruction in problem solving [155][156][157]; (c) story grammar [168][169][170][171]; (d) autobiographical memory [154,155,170]; (e) trajectory model of number concept development [161,162]; (f) cognitive-neuropsychological models of oral lexical processing [164,167] and the reading and writing of words [165,167] and numbers [166,182]; and (g) cognitive-neuropsychological models of drawing [172,175].…”

Section: Supermarket Shopping At the Supermarketmentioning

confidence: 99%

Theoretical–Methodological Foundations for the Global Integration Method (Método de Integração Global—MIG) in the Treatment of Autism Spectrum Disorder

Loffi,

Cruz,

Paiva

et al. 2024

Children

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Currently, there is no intervention model for autism spectrum disorder (ASD) that addresses all levels and factors of the International Classification of Functioning, Disability and Health (ICF, WHO). The most researched programs focus on naturalistic, developmental and behavioral approaches to socio-communication. Less attention has been paid to motor and environmental reactivity aspects (behavior/interest restriction and sensory reactivity). The evidence rationale for the Global Integration Method (MIG, “Método de Integração Global”), a model addressing sensorimotor reactivity in addition to socio-communication, is presented. MIG is an integrative, interdisciplinary, family-oriented intervention and naturalistic program that addresses all levels and moderating factors of ASD’s impact. MIG’s theoretical rationale is based on the predictive coding impairment and embodied cognition hypotheses. MIG incorporates both bottom-up (flexible therapeutic suit, social-motor synchronization) and top-down (schematic social information processing, narratives, imagery) strategies to promote the building and use of accurate, flexible and context-sensitive internal predictive models. MIG is based on the premises that predictive coding improves both socio-communication and environmental reactivity, and that the postural stabilization provided by the flexible therapeutic suit frees information processing resources for socio-cognitive learning. MIG builds on interdisciplinary, professionally and parentally mediated work based on behavioral principles of intensive training in a situated environment.

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Section: Supermarket Shopping At the Supermarketmentioning

confidence: 99%

Theoretical–Methodological Foundations for the Global Integration Method (Método de Integração Global—MIG) in the Treatment of Autism Spectrum Disorder

Loffi,

Cruz,

Paiva

et al. 2024

Children

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show abstract

“…Research has emphasized the importance of cross-domain relations between early numeracy and literacy. A recent review on the similarities and differences between the development of reading, writing and number acquisition by Moura et al, 2021 emphasized how precursors of math are related to reading development and vice versa. For example, Krajewski and Schneider (2009) showed that individual differences in phonological awareness assessed at an early stage in kindergarten influence math performance in school assessed a few months later.…”

Section: The Relation Between Early Numeracy and Literacymentioning

confidence: 99%

The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading

et al. 2021

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The home learning environment (HLE) has been considered to contribute to children’s early math and reading development. Previous studies examined the HLE by examining the influence of parent-child math and reading activities on math and reading outcomes, however also parents’ own perceptions of math and reading and their math anxiety (MA) and reading anxiety (RA) contribute to the HLE but the latter factors have been scarcely explored. The aim of this study was to provide a more holistic view of the HLE and its relations with children’s cognitive and non-cognitive outcomes in math and reading at the start of primary school. This paper examined the relations within the HLE, and the relations between the HLE and children’s early math and reading outcomes. Participants were 301 first-grade children and their parents. The HLE was measured by the parent questionnaire. Children’s digit comparison, number line estimation, letter knowledge and phonological awareness skills were measured as well as their math and reading anxiety levels. The results demonstrated a significant association between parents’ perceptions and their anxiety towards math and reading. No significant associations were found between parents’ perceptions towards math and the frequency of home numeracy activities, whereas significant relations were found in the domain of reading. Socioeconomic status was found to provide a unique contribution in children’s digit comparison and math anxiety, while no significant relations were observed between other HLE factors and children’s outcomes. The current study suggests the importance of including parents’ perceptions and feelings to explore the dynamics of the HLE and its impact on children’s math and reading outcomes.

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Reading and writing words and numbers: Similarities, differences, and implications

Cited by 2 publications

References 56 publications

Theoretical–Methodological Foundations for the Global Integration Method (Método de Integração Global—MIG) in the Treatment of Autism Spectrum Disorder

Theoretical–Methodological Foundations for the Global Integration Method (Método de Integração Global—MIG) in the Treatment of Autism Spectrum Disorder

The Role of the Home Learning Environment on Early Cognitive and Non-Cognitive Outcomes in Math and Reading

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