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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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Abstract:
This study investigates the longitudinal predictors of the development of Chinese word reading skills and potential bidirectional relationships between Chinese word reading and oral language skills. We examine, in a 2-year longitudinal study, a wide range of theoretically important predictors (phonological awareness, tone awareness, morphological awareness, visual skills, rapid automatized naming (RAN), Pinyin knowledge, and vocabulary knowledge) of reading in 143 primary-school children living in mainland China. Initial levels of reading were predicted by vocabulary knowledge, phonological awareness and visual discrimination skills. Only initial reading levels predicted growth in reading. Initial reading also predicted growth in vocabulary knowledge and morphological construction. This pattern demonstrates that the early stages of learning to read in Chinese places demands on semantic (vocabulary) and visual skills in addition to phonological skills. Furthermore, early levels of word reading predict the later growth of vocabulary knowledge and morphological awareness suggesting that the development of these oral language skills is facilitated by learning to read.
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Keyword:
language; longitudinal study; reading; reciprocal relationships
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URL: https://doi.org/10.1111/desc.12745
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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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