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Delivering language intervention at scale : promises and pitfalls
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Computerised speechreading training for deaf children: A randomised controlled trial
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Improving storytelling and vocabulary in secondary school students with language disorder: a randomized controlled trial
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Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder
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Dyslexia and Developmental Language Disorder: comorbid disorders with distinct effects on reading comprehension
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Stage 2 Registered Report: There is no appreciable relationship between strength of hand preference and language ability in 6- to 7-year-old children
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Learning correspondences between magnitudes, symbols and words: evidence for a triple code model of arithmetic development
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Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder
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A longitudinal study of early reading development: Letter-sound knowledge, phoneme awareness and RAN, but not letter-sound integration, predict variations in reading development
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Longitudinal relationships between speech perception, phonological skills and reading in children at high-risk of dyslexia
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Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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Effectiveness of a small‐group vocabulary intervention programme: evidence from a regression discontinuity design
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Learning to read in Chinese: Evidence for reciprocal relationships between word reading and oral language skills
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Oral Language Skills Intervention in Pre-school – A Cautionary Tale
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Eye movements during visual speech perception in deaf and hearing children
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Training mispronunciation correction and word meanings improves children’s ability to learn to read words
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Automatic activation of sounds by letters occurs early in development but is not impaired in children with dyslexia
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The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development
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Early literacy and comprehension skills in children learning English as an additional language and monolingual children with language weaknesses
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In: Reading and Writing , 30 (4) pp. 771-790. (2017) (2017)
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The development of executive function and language skills in the early school years
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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: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. 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 little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour.
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URL: https://doi.org/10.1111/jcpp.12458 http://eprints.whiterose.ac.uk/93266/1/Gooch_et_al-2015-Journal_of_Child_Psychology_and_Psychiatry.pdf http://eprints.whiterose.ac.uk/93266/
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