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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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Abstract:
Background: Reading comprehension draws on both decoding and linguistic comprehension, and poor reading comprehension can be the consequence of a deficit in either of these skills. Methods: Using outcome data from the longitudinal Wellcome Language and Reading Project, we identified three groups of children at age 8 years: children with dyslexia (N = 21) who had deficits in decoding but not oral language, children with Developmental Language Disorder (DLD; N = 38) whose decoding skills were in the normal range, and children who met criteria for both dyslexia and DLD (N = 29). Results: All three groups had reading comprehension difficulties at the ages of 8 and 9 years relative to TD controls though those of the children with dyslexia were mild (relative to TD controls, d = 0.51 at age 8, d = 0.60 at age 8); while the most severe problems were found in the comorbid dyslexia + DLD group (d = 1.79 at age 8, d = 2.06 at age 9) those with DLD also had significant difficulties (d = 1.56 at age 8, d = 1.56 at age 9). Conclusions: These findings confirm that children with dyslexia or DLD are at‐risk for reading comprehension difficulties but for different reasons, because of weak decoding in the case of dyslexia or weak oral language skills in the case of DLD. Different forms of intervention are required for these groups of children, targeted to their particular area(s) of weakness.
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URL: http://eprints.whiterose.ac.uk/156692/ http://eprints.whiterose.ac.uk/156692/1/jcpp.13140.pdf
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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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