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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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| 4 |
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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| 5 |
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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| 7 |
CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children.
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| 8 |
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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| 9 |
Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes.
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| 10 |
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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| 11 |
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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| 12 |
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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| 15 |
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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Abstract:
This article reports the evaluation of a 6-week programme of teaching designed to support the development of phoneme blending skills in children with Down syndrome (DS). Teaching assistants (TAs) were trained to deliver the intervention to individual children in daily 10 -15-minute sessions, within a broader context of reading and language instruction. Ten children with Down syndrome (aged 6 years 11 months to 10 years 6 months) took part in the study; assessments of reading and phonological skills were completed at baseline, after an 8-week control period, and after 6-weeks of intervention. Children made significantly greater gains in phoneme blending skills and single word reading during the intervention period than in the control period. Thus, children with Down syndrome can make gains in blending skills, which may generalize to wider literacy skills, following targeted training over relatively short periods. © The Author(s) 2013.
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Keyword:
Blending; Down syndrome; intervention; phonological awareness; reading
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URL: https://doi.org/10.1177/0265659012474674
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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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| 17 |
The causal role of phoneme awareness and letter-sound knowledge in learning to read : combining intervention studies with mediation analyses
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| 18 |
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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| 19 |
Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms
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| 20 |
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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