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1
Early language and executive skills predict variations in number and arithmetic skills in children at family-risk of dyslexia and typically developing controls
In: LEARNING AND INSTRUCTION , 38 pp. 53-62. (2015) (2015)
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2
Children's reading impairments: From theory to practice
In: JAPANESE PSYCHOLOGICAL RESEARCH , 55 (2) pp. 186-202. (2013) (2013)
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3
Reading Development and Dyslexia
In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2010)
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4
The cognitive bases of learning to read and spell in Greek: Evidence from a longitudinal study
In: J EXP CHILD PSYCHOL , 94 (1) 1 - 17. (2006) (2006)
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5
The development of phonological awareness in preschool children.
In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2003)
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6
Precursors of literacy delay among children at genetic risk of dyslexia
In: J CHILD PSYCHOL PSYC , 41 (2) 203 - 213. (2000) (2000)
Abstract: This paper reports the literacy skills of 63 children selected as bring at genetic risk of dyslexia compared with 34 children from families reporting no history of reading impairment. Fifty-seven per cent of the at-risk group were delayed in literacy development at 6 years compared with only 12 % of controls. The " unimpaired " at-risk group were not statistically different from controls on most cognitive and language measures at 45 months, whereas the literacy-delayed group showed significantly slower speech and language development, although they did not differ from controls in nonverbal ability. Letter knowledge at 45 months was the strongest predictor of literacy level at 6 years. In addition, early speech and language skills predicted individual differences in literacy outcome and genetic risk accounted for unique variance over and above these other factors. The results are discussed in terms of an interactive developmental model in which semantic and phonological skills support early reading acquisition.
Keyword: ADULT DYSLEXICS; DEFICITS; DEVELOPMENTAL DYSLEXIA; dyslexia; genetics; IMPAIRMENTS; language; NORMAL READERS; PHONOLOGICAL AWARENESS; reading; READING DISABILITIES; SKILLS; specific learning difficulties; SPEECH-PERCEPTION; WORD-RECOGNITION; written language
URL: http://discovery.ucl.ac.uk/4773/
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