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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 45 1 Working memory predicts word learning (Gray et al., 2022) ... Gray, Shelley I.; Levy, Roy; Alt, Mary. - : ASHA journals, 2022 BASE Show details 2 Working memory predicts word learning (Gray et al., 2022) ... Gray, Shelley I.; Levy, Roy; Alt, Mary. - : ASHA journals, 2022 BASE Show details 3 Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study Dunstan, Jade; Yu, Xi; Gabrieli, John D. E.... In: PMC (2021) BASE Show details 4 The Structure of Word Learning in Young School-Age Children Gray, Shelley; Lancaster, Hope; Alt, Mary... In: J Speech Lang Hear Res (2020) BASE Show details 5 Multifactorial pathways facilitate resilience among kindergarteners at risk for dyslexia: A longitudinal behavioral and neuroimaging study Zuk, Jennifer; Dunstan, Jade; Norton, Elizabeth; Yu, Xi; Ozernov-Palchik, Ola; Wang, Yingying; Hogan, Tiffany P.; Gabrieli, John D. E.; Gaab, Nadine In: Dev Sci (2020) Abstract: Recent efforts have focused on screening methods to identify children at risk for dyslexia as early as preschool/kindergarten. Unfortunately, while low sensitivity leads to under-identification of at-risk children, low specificity can lead to over-identification, resulting in inaccurate allocation of limited educational resources. The present study focused on children identified as at-risk in kindergarten who do not subsequently develop poor reading skills to specify factors associated with better reading outcomes among at-risk children. Early screening was conducted in kindergarten and a subset of children was tracked longitudinally until second grade. Potential protective factors were evaluated at cognitive-linguistic, environmental, and neural levels. Relative to at-risk kindergarteners with subsequent poor reading, those with typical reading outcomes were characterized by significantly higher socioeconomic status (SES), speech production accuracy, and structural organization of the posterior right-hemispheric superior longitudinal fasciculus (SLF). A positive association between structural organization of the right SLF and subsequent decoding skills was found to be specific to at-risk children and not observed among typical controls. Among at-risk children, several kindergarten-age factors were found to significantly contribute to the prediction of subsequent decoding skills: white matter organization in the posterior right SLF, age, gender, SES, and phonological awareness. These findings suggest that putative compensatory mechanisms are already present by the start of kindergarten. The right SLF, in conjunction with the cognitive-linguistic and socioeconomic factors identified, may play an important role in facilitating reading development among at-risk children. This study has important implications for approaches to early screening, and assessment strategies for at-risk children. Keyword: Article URL: https://doi.org/10.1111/desc.12983 http://www.ncbi.nlm.nih.gov/pubmed/32356911 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7606625/ BASE Hide details 6 A longitudinal study of infants' early speech production and later letter identification Hoffman, Lesa; Green, Kimber F.; Farquharson, Kelly. - : Public Library of Science, 2020 BASE Show details 7 Can educational technology effectively differentiate instruction for reader profiles? [<Journal>] Baron, Lauren S. [Verfasser]; Hogan, Tiffany P. [Verfasser]; Schechter, Rachel L. [Verfasser]. DNB Subject Category Language Show details 8 Word learning differences (Alt et al., 2019) ... Alt, Mary; Gray, Shelley; Hogan, Tiffany P.. - : ASHA journals, 2019 BASE Show details 9 Word learning differences (Alt et al., 2019) ... Alt, Mary; Gray, Shelley; Hogan, Tiffany P.. - : ASHA journals, 2019 BASE Show details 10 If we don’t look, we won’t see: Measuring language development to inform literacy instruction Adlof, Suzanne M.; Hogan, Tiffany P. In: Policy Insights Behav Brain Sci (2019) BASE Show details 11 Poor speech perception is not a CAS core deficit (Zuk et al., 2018) ... Zuk, Jennifer; Jenya Iuzzini-Seigel; Cabbage, Kathryn. - : Figshare, 2018 BASE Show details 12 Poor speech perception is not a CAS core deficit (Zuk et al., 2018) ... Zuk, Jennifer; Jenya Iuzzini-Seigel; Cabbage, Kathryn. - : Figshare, 2018 BASE Show details 13 Exploring the Overlap Between Dyslexia and Speech Sound Production Deficits Iuzzini-Seigel, Jenya; Farquharson, Kelly; Cabbage, Kathryn... In: Speech Pathology and Audiology Faculty Research and Publications (2018) BASE Show details 14 Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings Iuzzini-Seigel, Jenya; Cabbage, Kathryn; Green, Jordan R.... In: Speech Pathology and Audiology Faculty Research and Publications (2018) BASE Show details 15 Poor Speech Perception Is Not a Core Deficit of Childhood Apraxia of Speech: Preliminary Findings Zuk, Jennifer; Iuzzini-Seigel, Jenya; Cabbage, Kathryn. - : American Speech-Language-Hearing Association, 2018 BASE Show details 16 Understanding Dyslexia in the Context of Developmental Language Disorders Adlof, Suzanne M.; Hogan, Tiffany P.. - : American Speech-Language-Hearing Association, 2018 BASE Show details 17 Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks Arizmendi, Genesis D.; Alt, Mary; Gray, Shelley. - : American Speech-Language-Hearing Association, 2018 BASE Show details 18 Working memory in school-age children with and without a persistent speech sound disorder ... Farquharson, Kelly; Hogan, Tiffany P.; Bernthal, John E.. - : Taylor & Francis, 2017 BASE Show details 19 Working memory in school-age children with and without a persistent speech sound disorder ... Farquharson, Kelly; Hogan, Tiffany P.; Bernthal, John E.. - : Taylor & Francis, 2017 BASE Show details 20 Working Memory in School-Age Children with and without a Persistent Speech Sound Disorder Farquharson, Kelly; Hogan, Tiffany P.; Bernthal, John E.. - 2017 BASE Show details Page: 1 2 3

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