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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 – 12 of 12 1 Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study Poloczek, S.; Henry, L.; Messer, D. J.. - : Taylor & Francis (Routledge), 2019 BASE Show details 2 Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems? Messer, D. J.; Henry, L.; Zięcik, A. P.. - : John Wiley & Sons Inc., 2017 BASE Show details 3 The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments Messer, D. J.; Henry, L.; Nash, G.. - : Wiley, 2016 BASE Show details 4 Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study Henry, L.; Schuchardt, K.; Messer, D. J.. - : Elsevier, 2016 BASE Show details 5 Executive functions in adults with developmental dyslexia Smith-Spark, J. H.; Henry, L.; Messer, D. J.; Edvardsdottir, E.; Zięcik, A. P.. - : Elsevier, 2016 Abstract: Background: Executive functioning (EF) deficits are well recognized in developmental dyslexia, yet the majority of studies have concerned children rather than adults, ignored the subjective experience of the individual with dyslexia (with regard to their own EFs), and have not followed current theoretical perspectives on EFs. Aims and Methods: The current study addressed these shortfalls by administering a self-report measure of EF (BRIEF-A; Roth, Isquith & Gioia, 2005) and experimental tasks to IQ-matched groups of adults with and without dyslexia. The laboratory-based tasks tested the three factors constituting the framework of EF proposed by Miyake et al. (2000). Results: In comparison to the group without dyslexia, the participants with dyslexia self-reported more frequent EF problems in day-to-day life, with these difficulties centering on metacognitive processes (working memory, planning, task monitoring, and organization) rather than on the regulation of emotion and behaviour. The participants with dyslexia showed significant deficits in EF (inhibition, set shifting, and working memory). Conclusions and Implications: The findings indicated that dyslexia-related problems have an impact on the daily experience of adults with the condition. Further, EF difficulties are present in adulthood across a range of laboratory-based measures, and, given the nature of the experimental tasks presented, extend beyond difficulties related solely to phonological processing. Keyword: RC Internal medicine URL: https://doi.org/10.1016/j.ridd.2016.03.001 https://openaccess.city.ac.uk/id/eprint/13712/4/CC%20BY-NC-ND%204.0.pdf https://openaccess.city.ac.uk/id/eprint/13712/3/Executive%20functions%20in%20adults%20with%20dyslexia.pdf https://openaccess.city.ac.uk/id/eprint/13712/ BASE Hide details 6 Executive functioning and verbal fluency in children with language difficulties Henry, L.; Messer, D. J.; Nash, G.. - 2015 BASE Show details 7 The effect of maltreatment type on adolescent executive functioning and inner speech Kirke-Smith, M.; Henry, L.; Messer, D. J.. - : Wiley: 24 months, 2015 BASE Show details 8 Testing for Near and Far Transfer Effects with a Short, Face-to-Face Adaptive Working Memory Training Intervention in Typical Children Henry, L.; Messer, D. J.; Nash, G.. - : John Wiley & Sons, 2013 BASE Show details 9 Phonological and visual short-term memory in children with specific language impairment Messer, D. J.; Nash, G.; Henry, L.. - 2012 BASE Show details 10 Executive functioning in children with specific language impairment Henry, L.; Messer, D. J.; Nash, G.. - : Blackwell Publishing, 2012 BASE Show details 11 Phonological, visual and semantic coding strategies in short-term picture memory span: How do they develop? Henry, L.; Messer, D. J.; Luger-Klein, S.. - : Taylor & Francis (Routledge), 2012 BASE Show details 12 Phonological, visual, and semantic coding strategies and children's short-term picture memory span Henry, L.; Messer, D. J.; Luger-Klein, S.. - : Taylor & Francis, 2012 BASE Show details

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