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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 Hits 1 – 6 of 6 1 The contribution of L1 phonemic awareness into L2 reading: The case of Arab EFL readers. International education studies Yousef Alshaboul; Sahail Asassfeh; Sabri Alshboul... In: http://www.ccsenet.org/journal/index.php/ies/article/download/33433/19810/ (2014) BASE Show details 2 Peer group and friend influences on the social acceptability of adolescent book reading Merga, Margaret K In: Research outputs 2014 to 2021 (2014) BASE Show details 3 Growing Ideas - Word Play All Day - Early Literacy in Action University of Maine Center for Community Inclusion and Disability Studies In: Early Childhood Resources (2014) BASE Show details 4 Developmental dyslexia in adults: behavioural manifestations and cognitive correlates. Nergård-Nilssen, T; Hulme, C In: Dyslexia , 20 (3) 191 - 207. (2014) (2014) BASE Show details 5 Phonological and lexical influences on phonological awareness in children with specific language impairment and dyslexia Farquharson, Kelly; Centanni, Tracy M.; Franzluebbers, Chelsea E.; Hogan, Tiffany In: Special Education and Communication Disorders Faculty Publications (2014) Abstract: Children with dyslexia and/or specific language impairment have marked deficits in phonological processing, putting them at an increased risk for reading deficits. The current study sought to examine the influence of word-level phonological and lexical characteristics on phonological awareness. Children with dyslexia and/or specific language impairment were tested using a phoneme deletion task in which stimuli differed orthogonally by sound similarity and neighborhood density. Phonological and lexical factors influenced performance differently across groups. Children with dyslexia appeared to have a more immature and aberrant pattern of phonological and lexical influence (e.g., favoring sparse and similar features). Children with SLI performed less well than children who were typically developing, but followed a similar pattern of performance (e.g., favoring dense and dissimilar features). Collectively, our results point to both quantitative and qualitative differences in lexical organization and phonological representations in children with SLI and in children with dyslexia. Keyword: dyslexia; Education; neighborhood density; phonological awareness; sound similarity; Special Education and Teaching; specific language impairment URL: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1204&context=specedfacpub https://digitalcommons.unl.edu/specedfacpub/199 BASE Hide details 6 The efficacy of the talking tables program in the development of phonological awareness in kindergarten children at risk for reading difficulties Hodgins, Helena. - 2014 BASE Show details

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