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Working memory predicts word learning (Gray et al., 2022) ...
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Working memory predicts word learning (Gray et al., 2022) ...
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Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study
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In: PMC (2021)
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The Structure of Word Learning in Young School-Age Children
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In: J Speech Lang Hear Res (2020)
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Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study
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In: Dev Sci (2020)
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A longitudinal study of infants' early speech production and later letter identification
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If we don’t look, we won’t see: Measuring language development to inform literacy instruction
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In: Policy Insights Behav Brain Sci (2019)
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Poor speech perception is not a CAS core deficit (Zuk et al., 2018) ...
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Poor speech perception is not a CAS core deficit (Zuk et al., 2018) ...
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Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits
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In: Speech Pathology and Audiology Faculty Research and Publications (2018)
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Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings
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In: Speech Pathology and Audiology Faculty Research and Publications (2018)
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Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings
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Understanding Dyslexia in the Context of Developmental Language Disorders
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Abstract:
PURPOSE: The purpose of this tutorial is to discuss the language basis of dyslexia in the context of developmental language disorders (DLDs). Whereas most studies have focused on the phonological skills of children with dyslexia, we bring attention to broader language skills. METHOD: We conducted a focused literature review on the language basis of dyslexia from historical and theoretical perspectives with a special emphasis on the relation between dyslexia and DLD and on the development of broader language skills (e.g., vocabulary, syntax, and discourse) before and after the identification of dyslexia. RESULTS: We present clinically relevant information on the history of dyslexia as a language-based disorder, the operational definitions used to diagnose dyslexia in research and practice, the relation between dyslexia and DLD, and the language abilities of children with dyslexia. CONCLUSIONS: We discuss 3 clinical implications for working with children with dyslexia in school settings: (a) Children with dyslexia—with and without comorbid DLDs—often have language deficits outside the phonological domain; (b) intervention should target a child's strengths and weaknesses relative to reading outcomes, regardless of diagnostic labels; and (c) those who have dyslexia, regardless of language abilities at the time of diagnosis, may be at risk for slower language acquisition across their lifetime. Longitudinal studies are needed to assess multiple language skills early, at the time of the diagnosis of dyslexia, and years later to better understand the complex development of language and reading in children with dyslexia.
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Keyword:
Clinical Forum: Dyslexia
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6430503/ https://doi.org/10.1044/2018_LSHSS-DYSLC-18-0049 http://www.ncbi.nlm.nih.gov/pubmed/30458538
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Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks
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Working memory in school-age children with and without a persistent speech sound disorder ...
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Working memory in school-age children with and without a persistent speech sound disorder ...
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Working Memory in School-Age Children with and without a Persistent Speech Sound Disorder
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