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Delivering language intervention at scale : promises and pitfalls
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Computerised speechreading training for deaf children: A randomised controlled trial
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Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial
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Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder
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Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension
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Stage 2 Registered Report: There is no appreciable relationship between strength of hand preference and language ability in 6- to 7-year-old children
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Learning correspondences between magnitudes, symbols and words: evidence for a triple code model of arithmetic development
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Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder
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A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development
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Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia
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Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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Effectiveness of a small‐group vocabulary intervention programme: evidence from a regression discontinuity design
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Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills
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Oral Language Skills Intervention in Pre-school – A Cautionary Tale
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15 |
Eye movements during visual speech perception in deaf and hearing children
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Abstract:
For children who are born deaf, lipreading (speechreading) is an important source of access to spoken language. We used eye tracking to investigate the strategies used by deaf (n = 33) and hearing 5-8-year-olds (n = 59) during a sentence speechreading task. The proportion of time spent looking at the mouth during speech correlated positively with speechreading accuracy. In addition, all children showed a tendency to watch the mouth during speech and watch the eyes when the model was not speaking. The extent to which the children used this communicative pattern, which we refer to as social-tuning, positively predicted their speechreading performance, with the deaf children showing a stronger relationship than the hearing children. These data suggest that better speechreading skills are seen in those children, both deaf and hearing, who are able to guide their visual attention to the appropriate part of the image and in those who have a good understanding of conversational turn-taking.
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Keyword:
deaf; eye gaze; eye tracking; hearing; lipreading; speechreading
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URL: https://doi.org/10.1111/lang.12264
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Training mispronunciation correction and word meanings improves children’s ability to learn to read words
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Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia
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The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development
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Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
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In: Reading and Writing , 30 (4) pp. 771-790. (2017) (2017)
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The development of executive function and language skills in the early school years
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