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Developmental Neuropsychology Volume 3, 1987 - Issue 3-4
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Empirical contributions

Age and education in oral language skills

Robert J. Scholes Department of Speech Institute for Advanced Study of the Communication Processes, University of Florida, ; Language and Literacy, Inc., 2107 SW 43rd Place, Gainesville, FL, 32608
&
Brenda J. Willis Language and Literacy, Inc., Gainesville, Florida
Pages 239-253 | Published online: 04 Nov 2009

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Dolores Perin. (1998) ASSESSING THE READING‐WRITING RELATION IN ADULT LITERACY STUDENTS. Reading Psychology 19:2, pages 141-183.
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Articles from other publishers (17)

Ewa Dąbrowska, Esther Pascual & Beatriz Macías Gómez-Estern. (2022) Literacy improves the comprehension of object relatives. Cognition 224, pages 104958.
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José Morais & Régine Kolinsky. (2020) Seeing thought: a cultural cognitive tool. Journal of Cultural Cognitive Science 5:2, pages 181-228.
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Eduardo Kenedy. (2021) Heterogeneidade e homogeneidade nas línguas. Cadernos de Linguística 2:1, pages 01-17.
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Elsa Eme, Eric Lambert & Denis Alamargot. (2014) Word reading and word spelling in French adult literacy students: the relationship with oral language skills. Journal of Research in Reading 37:3, pages 268-296.
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Elsa Eme, Nicolas Nantes & Christine Delliaux. (2011) Analyse cognitive et linguistique de l’illettrisme : bilan des études et implications pour la formationA cognitive and linguistic approach of illiterate adults: a review and some implications. L’Orientation scolaire et professionnelle:40/3.
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Elsa Eme. (2011) Cognitive and psycholinguistic skills of adults who are functionally illiterate: Current state of research and implications for adult education. Applied Cognitive Psychology 25:5, pages 753-762.
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Elsa Eme, Stéphanie Chaminaud, Josie Bernicot & Virginie Laval. (2011) Capacités pragmatiques des adultes en situation d’illettrisme : compréhension du langage non littéral et connaissances métapragmatiques. L’Année psychologique 111:01, pages 3.
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Elsa Eme, Stéphanie Chaminaud, Josie Bernicot & Virginie Laval. (2011) Capacités pragmatiques des adultes en situation d’illettrisme : compréhension du langage non littéral et connaissances métapragmatiques. L’Année psychologique Vol. 111:1, pages 3-39.
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Elsa Eme, Agnès Lacroix & Yves Almecija. (2010) Oral Narrative Skills in French Adults Who Are Functionally Illiterate: Linguistic Features and Discourse Organization. Journal of Speech, Language, and Hearing Research 53:5, pages 1349-1371.
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E. Eme, J. Reilly & Y. Almecija. (2009) Compétences narratives et communicatives chez des personnes en situation d’illettrisme. European Review of Applied Psychology 59:2, pages 123-138.
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Marie E. Byrne, Thomas A. Crowe, Sue T. Hale, Edwin E. Meek & Denise Epps. (1996) Metalinguistic and pragmatic abilities of participants in adult literacy programs. Journal of Communication Disorders 29:1, pages 37-49.
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Robert J. Scholes. 1995. Scripts and Literacy. Scripts and Literacy 359 373 .
Robert J. Scholes. (2005) Phoneme deletion and literacy in native and non‐native speakers of English. Journal of Research in Reading 14:2, pages 130-140.
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Robert J. Scholes & Brenda J. Willis. (1990) Prosodic and syntactic functions of punctuation: A contribution to the study of orality and literacy. Interchange 21:3, pages 13-20.
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Robert J. Scholes & Brenda J. Willis. (1990) On the orthographic basis of phonemic segments in linguistic competence and performance. Language Sciences 12:4, pages 331-343.
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Robert J. Scholes & Brenda J. Willis. (1990) Adjacency, animacy, and intensionality as cues to oral and written sentence comprehension. Reading and Writing 2:1, pages 27-38.
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Robert J. Scholes & Brenda J. Willis. (1989) Invisible speech — Oral language skills in blind braille readers. Interchange 20:1, pages 1-13.
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