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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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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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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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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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| 16 |
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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Abstract:
BACKGROUND: Developmental reading problems show strong persistence across the school years; less is known about poor readers' later progress in literacy skills. METHOD: Poor (n = 42) and normally developing readers (n = 86) tested in adolescence (ages 14/15 years) in the Isle of Wight epidemiological studies were re-contacted at mid-life (ages 44/45 years). Participants completed a spelling test, and reported on educational qualifications, perceived adult spelling competence, and problems in day-to-day literacy tasks. RESULTS: Individual differences in spelling were highly persistent across this 30-year follow-up, with correlations between spelling at ages 14 and 44 years of r = .91 (p < .001) for poor readers and r = .89 (p < .001) for normally developing readers. Poor readers' spelling remained markedly impaired at mid-life, with some evidence that they had fallen further behind over the follow-up period. Taking account of adolescent spelling levels, continued exposure to reading and literacy demands in adolescence and early adulthood was independently predictive of adult spelling in both samples; family social background added further to prediction among normally developing readers only. CONCLUSIONS: By adolescence, individual differences in spelling and its related sub-skills are highly stable. Encouraging young people with reading disabilities to maintain their exposure to reading and writing may be advantageous in the longer term.
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Keyword:
Adolescent; Adult; Career Choice; Child; Dyslexia; Educational Status; Female; Great Britain; Humans; Individuality; Leisure Activities; Longitudinal Studies; Male; Mass Screening; Middle Aged; Reading; Verbal Learning; Writing; Young Adult
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URL: https://doi.org/10.1111/j.1469-7610.2009.02079.x
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