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    • Catts, Hugh W. (8)
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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades Hogan, Tiffany P.; Bowles, Ryan P.; Catts, Hugh W.. - : Elsevier, 2016 BASE Show details 2 Is weak oral language associated with poor spelling in school-age children with specific language impairment, dyslexia or both? Catts, Hugh W.; McCarthy, Jillian H.; Hogan, Tiffany P. In: Clinical linguistics & phonetics. - London : Informa Healthcare 26 (2012) 9, 791-805 BLLDB OLC Linguistik Show details 3 Is Weak Oral Language Associated with Poor Spelling in School-Age Children with Specific Language Impairment, Dyslexia, or Both? McCarthy, Jillian H.; Hogan, Tiffany P.; Catts, Hugh W.. - 2012 Abstract: The purpose of this study was to test the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in school-age children. We compared fourth grade spelling accuracy in children with specific language impairment (SLI), dyslexia, or both (SLI/dyslexia) to their typically developing grade-matched peers. Results of the study revealed that children with SLI performed similarly to their typically developing peers on a single word spelling task. Alternatively, those with dyslexia and SLI/dyslexia evidenced poor spelling accuracy. Errors made by both those with dyslexia and SLI/dyslexia were characterized by numerous phonologic, orthographic, and semantic errors. Cumulative results support the hypothesis that word reading accuracy, not oral language, is associated with spelling performance in typically developing school-age children and their peers with SLI and dyslexia. Findings are provided as further support for the notion that SLI and dyslexia are distinct, yet co-morbid, developmental disorders. Keyword: Article URL: https://doi.org/10.3109/02699206.2012.702185 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3884899 http://www.ncbi.nlm.nih.gov/pubmed/22876769 BASE Hide details 4 The influence of neighborhood density and word frequency on phoneme awareness in 2nd and 4th grades Storkel, Holly L.; Hogan, Tiffany P.; Catts, Hugh W.... In: Journal of communication disorders. - New York, NY : Elsevier 44 (2011) 1, 49-58 BLLDB OLC Linguistik Show details 5 The Relationship Between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness Hogan, Tiffany P.; Catts, Hugh W.; Little, Todd D. In: Language, speech and hearing services in schools. - Rockville, Md. : Assoc. 36 (2005) 4, 285-293 OLC Linguistik Show details 6 Phonological awareness: evidence to influence assessment and intervention practices Gillon, Gail T. (Hrsg.); Hogan, Tiffany P.; Catts, Hugh W.. - Rockville, Md. : American Speech, Language, Hearing Assoc., 2005 BLLDB Show details 7 The Relationship Between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness Hogan, Tiffany P.; Catts, Hugh W.; Little, Todd D.. - 2005 BASE Show details 8 Misconceptions about the diagnosis and treatment of reading difficulties in children Aaron, P. G. (Hrsg.); Catts, Hugh W. (Mitarb.); Hogan, Tiffany P. (Mitarb.)... In: Reading psychology. - Philadelphia, Pa. : Taylor & Francis 24 (2003) 3-4, 217-382 BLLDB Show details

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