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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 Page: 1 2 3 4 5...8 Hits 1 – 20 of 153 1 Delivering language intervention at scale : promises and pitfalls Snowling, M.J.; West, G.; Fricke, S.. - : Wiley, 2022 BASE Show details 2 Computerised speechreading training for deaf children: A randomised controlled trial Pimperton, H.; Kyle, F. E.; Hulme, C.. - : American Speech-Language-Hearing Association, 2019 BASE Show details 3 Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial Rixon, L.; Joffe, V.; Hulme, C.. - : Wiley, 2019 BASE Show details 4 Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder Snowling, MJ; Nash, HM; Gooch, DC. - : Wiley, 2019 BASE Show details 5 Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension Snowling, MJ; Hayiou‐Thomas, ME; Nash, HM. - : Wiley, 2019 BASE Show details 6 Stage 2 Registered Report: There is no appreciable relationship between strength of hand preference and language ability in 6- to 7-year-old children Pritchard, V; Malone, S; Burgoyne, K. - 2019 BASE Show details 7 Learning correspondences between magnitudes, symbols and words: evidence for a triple code model of arithmetic development Malone, SA; Heron-Delaney, M; Burgoyne, K. - 2019 BASE Show details 8 Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder Snowling, MJ; Nash, HM; Gooch, DC. - 2019 BASE Show details 9 A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development Clayton, FJ; West, G; Sears, C. - 2019 BASE Show details 10 Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia Nash, HM; Hulme, C; Snowling, MJ. - : Wiley, 2018 BASE Show details 11 Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia Snowling, M; Lervag, A; Nash, HM; Hulme, C. - 2018 Abstract: Speech perception deficits are commonly reported in dyslexia but longitudinal evidence that poor speech perception compromises learning to read is scant. We assessed the hypothesis that phonological skills, specifically phoneme awareness and RAN, mediate the relationship between speech perception and reading. We assessed longitudinal predictive relationships between categorical speech perception, phoneme awareness, RAN, language, attention and reading at ages 5½ and 6½ years in 237 children many of whom were at high risk of reading difficulties. Speech perception at 5½ years correlated with language, attention, phoneme awareness and RAN concurrently and was a predictor of reading at 6½ years. There was no significant indirect effect of speech perception on reading via phoneme awareness, suggesting its effects are separable from those of phoneme awareness. Children classified with dyslexia at 8 years had poorer speech perception than age-controls at 5½ years and children with language disorders (with or without dyslexia) had more severe difficulties with both speech perception and attention control. Categorical speech perception tasks tap factors extraneous to perception, including decision making skills. Further longitudinal studies are needed to unravel the complex relationships between categorical speech perception tasks and measures of reading and language and attention. Keyword: awareness; developmental language disorder; dyslexia; phoneme; speech perception URL: https://doi.org/10.1111/desc.12723 BASE Hide details 12 Effectiveness of a small‐group vocabulary intervention programme: evidence from a regression discontinuity design Dyson, H; Solity, J; Best, W. - 2018 BASE Show details 13 Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills Hulme, C; Zhou, L; Tong, X. - 2018 BASE Show details 14 Oral Language Skills Intervention in Pre-school – A Cautionary Tale Haley, A.; Hulme, C.; Bowyer-Crane, C.. - : Wiley, 2017 BASE Show details 15 Eye movements during visual speech perception in deaf and hearing children Worster, E; Pimperton, H; Ralph-Lewis, A. - 2017 BASE Show details 16 Training mispronunciation correction and word meanings improves children’s ability to learn to read words Dyson, H; Best, W; Solity, J. - 2017 BASE Show details 17 Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia Clayton, FJ; Hulme, C. - 2017 BASE Show details 18 The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development Puglisi, M; Hulme, C; Hamilton, LG. - 2017 BASE Show details 19 Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses Bowyer-Crane, C; Fricke, S; Schaefer, B... In: Reading and Writing , 30 (4) pp. 771-790. (2017) (2017) BASE Show details 20 The development of executive function and language skills in the early school years Gooch, D; Thompson, P; Nash, HM. - : Wiley, 2016 BASE Show details Page: 1 2 3 4 5...8

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