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A Psycholinguistic Framework for Diagnosis and Treatment Planning of Developmental Speech Disorders
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A Standardized Protocol for Maximum Repetition Rate Assessment in Children
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Predictors for grade 6 reading in children at familial risk of dyslexia
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N1 lateralization and dyslexia: An event‐related potential study in children with a familial risk of dyslexia
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Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia
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Abstract:
The present study investigated the role of early oral language and family risk for dyslexia in the two developmental pathways toward reading comprehension, through word reading and through oral language abilities. The sample contained 237 children (164 at family risk for dyslexia) from the Dutch Dyslexia Program. Longitudinal data were obtained on seven occasions when children were between 4 and 12 years old. The relationship between early oral language ability and reading comprehension at the age of 12 years was mediated by preliteracy skills and word-decoding ability for the first pathway and by later language abilities for the second pathway. Family risk influenced literacy development through its subsequent relations with preliteracy skills, word decoding, and reading comprehension. Although performance on language measures was often lower for the family-risk group than for the no-family-risk group, family risk did not have a specific relation with either early or later oral language abilities.
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Keyword:
Research Articles
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC5862320/ https://doi.org/10.1177/0956797617736886 http://www.ncbi.nlm.nih.gov/pubmed/29346032
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Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery
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Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies: a narrative review
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The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia
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Preliteracy signatures of poor-reading abilities in resting-state EEG
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Development of a learning task for a process-oriented diagnostics of developmental speech sound disorders: a pilot study
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