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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 Page: 1 2 Hits 1 – 20 of 23 1 Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome Mervis, Carolyn B.; Greiner de Magalhães, Caroline; Cardoso-Martins, Cláudia In: Read Writ (2021) Abstract: We examined the cognitive, language, and instructional factors associated with reading ability in Williams syndrome (WS). Seventy 9-year-olds with WS completed standardized measures of real-word reading, pseudoword decoding, reading comprehension, phonological skills, listening comprehension, nonverbal reasoning, visual-spatial ability, verbal working memory, rapid naming, and vocabulary. Reading instruction method was determined from school records and interviews with parents and teachers. Similar to prior findings for individuals with WS, reading ability varied widely, ranging from inability to read any words to reading comprehension at age level. Multiple regression analyses indicated that the primary concurrent predictor of word reading ability was reading instruction method, with a systematic phonics approach associated with considerably better performance than other reading instruction approaches. Phonological processing skills—as assessed by a composite of phonological awareness and verbal short-term memory—also contributed significant unique variance to word reading ability, as did visual-spatial ability. The concurrent predictors of reading comprehension were single-word reading and listening comprehension. These findings indicate that the factors that predict concurrent early word reading and reading comprehension abilities for children with WS are consistent with previous findings for typically developing children and that the Simple View of Reading applies to children with WS. Children with WS benefit strongly from systematic phonics instruction regardless of IQ. Instruction focused on improving listening comprehension is likely to improve reading comprehension, especially as word reading skills increase. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1007/s11145-021-10163-4. Keyword: Article URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8827302/ https://doi.org/10.1007/s11145-021-10163-4 BASE Hide details 2 Cognitive predictors of arithmetic, reading, and spelling in Brazilian Portuguese-speaking children [<Journal>] Greiner de Magalhães, Caroline [Verfasser]; Mervis, Carolyn B. [Verfasser]; Cardoso-Martins, Cláudia [Verfasser] DNB Subject Category Language Show details 3 Orthographic processing is a key predictor of reading fluency in good and poor readers in a transparent orthography Rakhlin, Natalia V.; Mourgues, Catalina; Cardoso-Martins, Cláudia. - 2019 BASE Show details 4 Statistical learning and spelling: Evidence from Brazilian prephonological spellers Treiman, Rebecca; Cardoso-Martins, Cláudia; Cury Pollo, Tatiana. - 2018 BASE Show details 5 Phonemic awareness is a more important predictor of orthographic processing than rapid serial naming: Evidence from Russian Rakhlin, Natalia; Cardoso-Martins, Cláudia; Grigorenko, Elena L.. - 2014 BASE Show details 6 Spelling well despite developmental language disorder: what makes it possible? Rakhlin, Natalia; Cardoso-Martins, Cláudia; Kornilov, Sergey A.... In: Annals of dyslexia. - New York, NY : Springer 63 (2013) 3, 253-273 OLC Linguistik Show details 7 Spelling Well Despite Developmental Language Disorder: What Makes it Possible? Rakhlin, Natalia; Cardoso-Martins, Cláudia; Kornilov, Sergey A.. - 2013 BASE Show details 8 Do young children spell words syllabically? Evidence from learners of Brazilian Portuguese Treiman, Rebecca; Pollo, Tatiana Cury; Cardoso-Martins, Cláudia. - 2013 BASE Show details 9 Cognitive and language correlates of hyperlexia: evidence from children with autism spectrum disorders Silva, Juliane Ribeiro; Cardoso-Martins, Cláudia In: Reading and writing. - New York, NY : Springer Science+Business Media 23 (2010) 2, 129-145 BLLDB OLC Linguistik Show details 10 Component reading skills in Down syndrome Pennington, Bruce F.; Peterson, Robin L.; Olson, Richard K.... In: Reading and writing. - New York, NY : Springer Science+Business Media 22 (2009) 3, 277-292 BLLDB OLC Linguistik Show details 11 O conhecimento do nome das letras e o desenvolvimento inicial da escrita: o caso do português do Brasil Cardoso-Martins, Cláudia; Corrêa, Marcela Fulanete; Marchetti, Patrícia Maria Torres In: Desenvolvimento da linguagem oral e escrita. - Curitiba : Ed. UFPR (2008), 137-153 BLLDB Show details 12 Letter name knowledge and the ability to learn to read by processing letter-phoneme relations in words: Evidence from Brazilian Portuguese-speaking children Cardoso-Martins, Cláudia; Resende, Selmara Mamede; Rodrigues, Larissa Assunção In: Reading and writing. - New York, NY : Springer Science+Business Media 15 (2002) 3, 409 OLC Linguistik Show details 13 Is sensitivity to rhyme a developmental precursor to sensitivity to phoneme?: Evidence from individuals with Down syndrome Cardoso-Martins, Cláudia; Michalick, Mirelle França; Pollo, Tatiana Cury In: Reading and writing. - New York, NY : Springer Science+Business Media 15 (2002) 5, 439-454 OLC Linguistik Show details 14 Letter name knowledge and the ability to learn to read by processing letter-phoneme relations in words : evidence from Brazilian Portuguese-speaking children Cardoso-Martins, Cláudia; Resende, Selmara Mamede; Rodrigues, Larissa Assunção In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 15 (2002) 3-4, 409-432 BLLDB Show details 15 Papers on the language and reading skills of persons with neuro-developmental disorders, specifically, Down syndrome and Williams syndrome Snowling, Margaret (Hrsg.); Gombert, Jean Émile (Hrsg.); Cardoso-Martins, Cláudia (Mitarb.)... In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 15 (2002) 5-6, 433-612 BLLDB Show details 16 Comparing the phonological and double deficit hypotheses for developmental dyslexia Pennington, Bruce F.; Cardoso-Martins, Cláudia; Green, Phyllis A.... In: Reading and writing. - New York, NY : Springer Science+Business Media 14 (2001) 7, 707-756 OLC Linguistik Show details 17 Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness? Cardoso-Martins, Cláudia; Frith, Uta In: Reading and writing. - New York, NY : Springer Science+Business Media 14 (2001) 3, 361-376 OLC Linguistik Show details 18 Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness? Cardoso-Martins, Cláudia; Frith, Uta In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 14 (2001) 3-4, 361-375 BLLDB Show details 19 Comparing the phonological and double deficit hypotheses for developmental dyslexia Pennington, Bruce F.; Cardoso-Martins, Cláudia; Green, Phyllis A.... In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 14 (2001) 7-8, 707-755 BLLDB Show details 20 Alphabetic access route in beginning reading acquisition in Portuguese : the role of letter-name knowledge Abreu, Mônica Dourado de; Cardoso-Martins, Cláudia In: Reading and writing. - Dordrecht [u.a.] : Springer Science + Business Media B.V 10 (1998) 2, 85-104 BLLDB Show details Page: 1 2

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