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Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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The role of language production mechanisms in children’s sentence repetition: evidence from an inflectionally rich language
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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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Bilingualism and biliteracy in Down syndrome: insights from a case study
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment, and family-risk of dyslexia
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CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children.
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Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes.
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Pettigrew, KA; Frinton, E; Nudel, R; Chan, MTM; Thompson, P; Hayiou-Thomas, ME; Talcott, JB; Stein, JF; Monaco, A; Hulme, C; Snowling, M; Newbury, D; Paracchini, S. - 2016
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Abstract:
Background Specific language impairment (SLI) is a common neurodevelopmental disorder, observed in 5–10 % of children. Family and twin studies suggest a strong genetic component, but relatively few candidate genes have been reported to date. A recent genome-wide association study (GWAS) described the first statistically significant association specifically for a SLI cohort between a missense variant (rs4280164) in the NOP9 gene and language-related phenotypes under a parent-of-origin model. Replications of these findings are particularly challenging because the availability of parental DNA is required Methods We used two independent family-based cohorts characterised with reading- and language-related traits: a longitudinal cohort (n = 106 informative families) including children with language and reading difficulties and a nuclear family cohort (n = 264 families) selected for dyslexia. Results We observed association with language-related measures when modelling for parent-of-origin effects at the NOP9 locus in both cohorts: minimum P = 0.001 for phonological awareness with a paternal effect in the first cohort and minimum P = 0.0004 for irregular word reading with a maternal effect in the second cohort. Allelic and parental trends were not consistent when compared to the original study Conclusions A parent-of-origin effect at this locus was detected in both cohorts, albeit with different trends. These findings contribute in interpreting the original GWAS report and support further investigations of the NOP9 locus and its role in language-related traits. A systematic evaluation of parent-of-origin effects in genetic association studies has the potential to reveal novel mechanisms underlying complex traits
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Keyword:
Candidate gene; Dyslexia; Genetic association; Language impairment; Parent-of-origin
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URL: https://doi.org/10.1186/s11689-016-9157-6
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What automaticity deficit? Activation of lexical information by readers with dyslexia in a RAN Stroop-switch task
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
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The development of executive function and language skills in the early school years
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
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The foundations of literacy development in children at familial risk of dyslexia
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In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
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| 13 |
Child and Symbol Factors in Learning to Read a Visually Complex Writing System
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2014)
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| 14 |
Child and Symbol Factors in Learning to Read a Visually Complex Writing System
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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Training phoneme blending skills in children with Down syndrome
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In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2013)
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Training phoneme blending skills in children with Down syndrome
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In: CHILD LANGUAGE TEACHING & THERAPY , 29 (3) 273 - 290. (2013) (2013)
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The causal role of phoneme awareness and letter-sound knowledge in learning to read : combining intervention studies with mediation analyses
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Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2011)
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Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms
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Persistence of literacy problems: spelling in adolescence and at mid-life.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; CrossRef (2009)
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