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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 Hits 1 – 20 of 21 1 Learning to read new words in individuals with Down syndrome: testing the role of phonological knowledge. Mengoni, SE; Nash, HM; Hulme, C In: Res Dev Disabil , 35 (5) 1098 - 1109. (2014) (2014) BASE Show details 2 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 3 Comorbidities in preschool children at family risk of dyslexia. Gooch, D; Hulme, C; Nash, HM... In: J Child Psychol Psychiatry , 55 (3) 237 - 246. (2014) (2014) BASE Show details 4 Efficacy of language intervention in the early years. Fricke, S; Bowyer-Crane, C; Haley, AJ... 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 (2013) BASE Show details 5 Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment. Gooch, D; Nash, HM; Snowling, MJ... 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 (2013) BASE Show details 6 Efficacy of language intervention in the early years. Fricke, S; Bowyer-Crane, C; Haley, AJ; Hulme, C; Snowling, MJ In: J Child Psychol Psychiatry , 54 (3) pp. 280-290. (2013) (2013) Abstract: BACKGROUND: Oral language skills in the preschool and early school years are critical to educational success and provide the foundations for the later development of reading comprehension. METHODS: In a randomized controlled trial, 180 children from 15 UK nursery schools (n = 12 from each setting; M(age) = 4;0) were randomly allocated to receive a 30-week oral language intervention or to a waiting control group. Children in the intervention group received 30 weeks of oral language intervention, beginning in nursery (preschool), in three group sessions per week, continuing with daily sessions on transition to Reception class (pre-Year 1). The intervention was delivered by nursery staff and teaching assistants trained and supported by the research team. Following screening, children were assessed preintervention, following completion of the intervention and after a 6-month delay. RESULTS: Children in the intervention group showed significantly better performance on measures of oral language and spoken narrative skills than children in the waiting control group immediately after the 30 week intervention and after a 6 month delay. Gains in word-level literacy skills were weaker, though clear improvements were observed on measures of phonological awareness. Importantly, improvements in oral language skills generalized to a standardized measure of reading comprehension at maintenance test. CONCLUSIONS: Early intervention for children with oral language difficulties is effective and can successfully support the skills, which underpin reading comprehension. Keyword: Child; Comprehension; Early Intervention (Education); Female; Humans; Language Development; Language Tests; Language Therapy; Male; Preschool; Reading; Vocabulary; Wechsler Scales URL: http://discovery.ucl.ac.uk/1388531/ BASE Hide details 7 Different patterns, but equivalent predictors, of growth in reading in consistent and inconsistent orthographies. Caravolas, M; Lervåg, A; Defior, S... In: Psychol Sci , 24 (8) 1398 - 1407. (2013) (2013) BASE Show details 8 Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial. Burgoyne, K; Duff, FJ; Clarke, PJ... 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 (2012) BASE Show details 9 Nonword-repetition ability does not appear to be a causal influence on children's vocabulary development. Melby-Lervåg, M; Lervåg, A; Lyster, SA... In: Psychol Sci , 23 (10) pp. 1092-1098. (2012) (2012) BASE Show details 10 Common patterns of prediction of literacy development in different alphabetic orthographies. Caravolas, M; Lervåg, A; Mousikou, P... In: Psychol Sci , 23 (6) pp. 678-686. (2012) (2012) BASE Show details 11 Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms. Gooch, D; Hulme, C; Snowling, M 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 (2011) BASE Show details 12 Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. Carroll, JM; Bowyer-Crane, C; Duff, FJ... 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 (2008) BASE Show details 13 Paired-associate learning, phoneme awareness, and learning to read. Hulme, C; Goetz, K; Gooch, D... 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 (2007) BASE Show details 14 The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study. Nikolopoulos, D; Goulandris, N; Hulme, C... 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 (2006) BASE Show details 15 Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial. Miles, JN; Hatcher, PJ; Carroll, JM... 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 (2006) BASE Show details 16 Effects of orthographic consistency, frequency, and letter knowledge on children's vowel spelling development. Caravolas, M; Kessler, B; Hulme, C... 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 (2005) BASE Show details 17 The cognitive foundations of reading and arithmetic skills in 7- to 10-year-olds. Snowling, M; Hulme, C; Larkin, R... 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 (2005) BASE Show details 18 Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Muter, V; Stevenson, J; Snowling, MJ... 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 (2004) BASE Show details 19 Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Snowling, MJ; Hulme, C; Hatcher, PJ 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 (2004) BASE Show details 20 The development of phonological awareness in preschool children. Carroll, JM; Snowling, MJ; Hulme, C... 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) BASE Show details Page: 1 2

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