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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy
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Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading
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A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial
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Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review
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The effectiveness of classroom vocabulary intervention for adolescents with language disorder
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Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study
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Eyewitness identification in child witnesses on the autism spectrum
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Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews
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Vocabulary intervention for adolescents with language disorder: a systematic review
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Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems?
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Hearing and Balance Disorders in the State of Hawai‘i: Demographics and Demand for Services
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Developmental delays in speech coding among children with Down syndrome and William’s syndrome
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The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments
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Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study
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Executive functions in adults with developmental dyslexia
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Abstract:
Background: Executive functioning (EF) deficits are well recognized in developmental dyslexia, yet the majority of studies have concerned children rather than adults, ignored the subjective experience of the individual with dyslexia (with regard to their own EFs), and have not followed current theoretical perspectives on EFs. Aims and Methods: The current study addressed these shortfalls by administering a self-report measure of EF (BRIEF-A; Roth, Isquith & Gioia, 2005) and experimental tasks to IQ-matched groups of adults with and without dyslexia. The laboratory-based tasks tested the three factors constituting the framework of EF proposed by Miyake et al. (2000). Results: In comparison to the group without dyslexia, the participants with dyslexia self-reported more frequent EF problems in day-to-day life, with these difficulties centering on metacognitive processes (working memory, planning, task monitoring, and organization) rather than on the regulation of emotion and behaviour. The participants with dyslexia showed significant deficits in EF (inhibition, set shifting, and working memory). Conclusions and Implications: The findings indicated that dyslexia-related problems have an impact on the daily experience of adults with the condition. Further, EF difficulties are present in adulthood across a range of laboratory-based measures, and, given the nature of the experimental tasks presented, extend beyond difficulties related solely to phonological processing.
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Keyword:
RC Internal medicine
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URL: https://doi.org/10.1016/j.ridd.2016.03.001 https://openaccess.city.ac.uk/id/eprint/13712/4/CC%20BY-NC-ND%204.0.pdf https://openaccess.city.ac.uk/id/eprint/13712/3/Executive%20functions%20in%20adults%20with%20dyslexia.pdf https://openaccess.city.ac.uk/id/eprint/13712/
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Executive functioning and verbal fluency in children with language difficulties
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