Home Catalogue search

eng

Refine your search:
- Keyword
- Creator / Publisher:
- Year
- Medium:
  - Online (34)
- Type:
  - Article (33)
  - Miscellaneous (1)
- BLLDB-Access:
  - free (34)
  - subject to license (0)

Search in the Catalogues and Directories






	Sort by
Simple Search

Page: 1 2

Hits 1 – 20 of 34

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 home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development
	Puglisi, M; Hulme, C; Hamilton, LG. - 2017
	BASE
	Show details

3	When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment, and family-risk of dyslexia
	Hayiou-Thomas, ME; Carroll, JM; Leavett, R. - 2016
	BASE
	Show details

4	Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes.
	Pettigrew, KA; Frinton, E; Nudel, R. - 2016
	BASE
	Show details

5	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

6	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

7	Child and Symbol Factors in Learning to Read a Visually Complex Writing System
	Nag, S; Snowling, M; Quinlan, P...
	In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2014)
	BASE
	Show details

8	Child and Symbol Factors in Learning to Read a Visually Complex Writing System
	Nag, S; Snowling, M; Quinlan, P...
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
	BASE
	Show details

9	Training phoneme blending skills in children with Down syndrome
	Burgoyne, K; Duff, F; Snowling, M...
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2013)
	BASE
	Show details

10	Training phoneme blending skills in children with Down syndrome
	Burgoyne, K; Duff, F; Snowling, M...
	In: CHILD LANGUAGE TEACHING & THERAPY , 29 (3) 273 - 290. (2013) (2013)
	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	Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms
	Gooch, Deborah; Snowling, M; Hulme, C. - : Wiley, 2010
	BASE
	Show details

13	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

14	Individual differences in RAN and reading: a response timing analysis
	Clarke, P; Hulme, C; Snowling, M
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2005)
	BASE
	Show details

15	Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart
	Hulme, C; Snowling, M; Caravolas, M...
	In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2005)
	BASE
	Show details

16	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

17	Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart.
	Hulme, C; Snowling, M; Caravolas, M...
	In: Scientific Studies of Reading , 9 351 - 365. (2005) (2005)
	BASE
	Show details

18	A connectionist perspective on the development of reading skills in children.
	Snowling, M; Hulme, C; Nation, K
	In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (1997)
	BASE
	Show details

19	Deficits in phonology but not dyslexic?
	Stothard, S; Snowling, M; Hulme, C
	In: Cognitive Neuropsychology , 13 641 - 672. (1996) (1996)
	BASE
	Show details

20	Building phonological knowledge into a connectionist model of the development of word naming.
	Hulme, C; Quinlan, P; Bolt, G...
	In: Language and Cognitive Processes , 10 387 - 391. (1995) (1995)
	BASE
	Show details

Page: 1 2

© 2013 - 2024 Lin|gu|is|tik | Imprint | Privacy Policy | Datenschutzeinstellungen ändern