Catalogue search • Linguistik portal • Fachinformationsdienst (FID)

1	Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
	Snowling, M; Lervag, A; Nash, HM. - 2018
	BASE
	Show details

2	The development of executive function and language skills in the early school years
	Snowling, M; Gooch, DG; Nash, HM; Hulme, C; Thompson, P
	In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
	Abstract: Background: The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children’s early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children’s attention/behaviour skills. Method: Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N=90) or because of concerns regarding their language development (LI; N=79) or as typically developing controls (TD; N=74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children’s attention/behaviour skills. Results: There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children’s language and EF skills, with no evidence of any influence of language on later EF skills or vice-versa. Children’s EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. Conclusions: There is a strong concurrent association between language and EF skills during the preschool and early school years when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with no evidence of reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children’s attention and behaviour.
	Keyword: development; executive function; family risk of dyslexia; language impairment; language skills; longitudinal
	URL: https://doi.org/10.1111/jcpp.12458
	BASE
	Hide details

3	The foundations of literacy development in children at familial risk of dyslexia
	Snowling, M; Hulme, C; Nash, HM...
	In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
	BASE
	Show details

Search in the Catalogues and Directories