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A Psycholinguistic Framework for Diagnosis and Treatment Planning of Developmental Speech Disorders
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A Standardized Protocol for Maximum Repetition Rate Assessment in Children
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Predictors for grade 6 reading in children at familial risk of dyslexia
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Abstract:
The present study investigates whether grade 6 reading outcomes, reading fluency, and reading comprehension can be predicted by grade 3 reading fluency, familial risk of dyslexia (FR), and grade 3 reading related skills: rapid automatized naming (RAN), phonological awareness (PA), and vocabulary. In a sample of 150 children, of whom 83 had a parent with dyslexia, correlation and regression analyses were performed. FR, measured on a continuous scale, was by itself related to all outcomes. However, FR did not explain any variance on top of grade 3 reading fluency. Grade 3 reading fluency strongly predicted grade 6 reading fluency and was also related to reading comprehension. RAN improved the prediction of grade 6 reading fluency, though the additional explained variance was small. Vocabulary and PA fully explained the variance that grade 3 reading fluency explained in grade 6 reading comprehension. Vocabulary explained a substantial amount of variance in grade 6 reading comprehension making it an interesting clinical target. As we used continuous measures of reading fluency and FR, our findings are not biased by distinct diagnostic criteria.
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Article
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URL: https://doi.org/10.1007/s11881-018-0162-1 http://www.ncbi.nlm.nih.gov/pubmed/29998432 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6209008/
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N1 lateralization and dyslexia: An event‐related potential study in children with a familial risk of dyslexia
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Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia
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Towards identifying dyslexia in Standard Indonesian: the development of a reading assessment battery
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Measuring orthographic transparency and morphological-syllabic complexity in alphabetic orthographies: a narrative review
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The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia
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Preliteracy signatures of poor-reading abilities in resting-state EEG
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Development of a learning task for a process-oriented diagnostics of developmental speech sound disorders: a pilot study
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