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The contributions of decoding skill and lexical knowledge to the development of irregular word reading
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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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Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder
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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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The development of executive function and language skills in the early school years
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Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments
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The Foundations of Literacy Development in Children at Familial Risk of Dyslexia
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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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The foundations of literacy development in children at familial risk of dyslexia
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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 ; 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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The Foundations of Literacy Development in Children at Familial Risk of Dyslexia
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Learning to read new words in individuals with Down syndrome: testing the role of phonological knowledge
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Comorbidities in preschool children at family risk of dyslexia.
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Abstract:
Background: Comorbidity among developmental disorders such as dyslexia, language impairment, attention deficit/hyperactivity disorder and developmental coordination disorder is common. This study explores comorbid weaknesses in preschool children at family risk of dyslexia with and without language impairment and considers the role that comorbidity plays in determining children's outcomes. Method: The preschool attention, executive function and motor skills of 112 children at family risk for dyslexia, 29 of whom also met criteria for language impairment, were assessed at ages 3½ and 4½ years. The performance of these children was compared to the performance of children with language impairment and typically developing controls. Results: Weaknesses in attention, executive function and motor skills were associated with language impairment rather than family risk status. Individual differences in language and executive function are strongly related during the preschool period, and preschool motor skills predicted unique variance (4%) in early reading skills over and above children's language ability. Conclusion: Comorbidity between developmental disorders can be observed in the preschool years: children with language impairment have significant and persistent weaknesses in motor skills and executive function compared to those without language impairment. Children's early language and motor skills are predictors of children's later reading skills.
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URL: http://eprints.whiterose.ac.uk/77872/8/gooch_etal_2013_with_coversheet.pdf http://eprints.whiterose.ac.uk/77872/ https://doi.org/10.1111/jcpp.12139
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Comorbidities in preschool children at family risk of dyslexia
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In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2014)
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Comorbidities in preschool children at family risk of dyslexia.
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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 (2014)
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