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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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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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| 9 |
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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Abstract:
Reading fluency is often predicted by Rapid Automatized Naming speed (RAN), which as the name implies, measures the automaticity with which familiar stimuli (e.g., letters) can be retrieved and named. Readers with dyslexia are considered to have less ‘automatized’ access to lexical information, reflected in longer RAN times compared with non-dyslexic readers. We combined the RAN task with a Stroop-switch manipulation to test the automaticity of dyslexic and non-dyslexic readers’ lexical access directly within a fluency task. Participants named letters in 10 x 4 arrays whilst eye-movements and speech responses were recorded. Upon fixation, specific letter font colours changed from black to a different colour, whereupon the participant was required to rapidly switch from naming the letter to naming the letter colour. We could therefore measure reading group differences on ‘automatic’ lexical processing, insofar as it was task-irrelevant. Readers with dyslexia showed obligatory lexical processing and a timeline for recognition that was overall similar to typical readers, but a delay emerged in the output (naming) phase. Further delay was caused by visual-orthographic competition between neighbouring stimuli. Our findings outline the specific processes involved when researchers speak of ‘impaired automaticity’ in dyslexic readers’ fluency, and are discussed in the context of the broader literature in this field.
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Keyword:
dyslexia; eye-tracking; Rapid Automatized Naming; stroop
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URL: https://doi.org/10.1037/xlm0000186
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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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| 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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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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