1 |
Derivational Morphology Bridges Phonology and Orthography: Insights Into the Development of Word-Specific Spellings by Superior, Average, and Poor Spellers
|
|
|
|
In: Lang Speech Hear Serv Sch (2020)
|
|
BASE
|
|
Show details
|
|
2 |
Behavioral and brain evidence for language by ear, mouth, eye, and hand and motor skills in literacy learning
|
|
|
|
Abstract:
Two studies were conducted of students with and without persisting Specific Learning Disabilities (SLDs-WL) in Grades 4 to 9 (M = 11 years, 11 months) that supported the hypotheses that CELF 4 parent ratings for listening (language by ear), speaking (language by mouth), reading (language by eye), and writing (language by hand) were correlated with both (a) normed, standardized behavioral measures of listening, speaking, reading, and writing achievement (Study 1, 94 boys and 61 girls); and (b) fMRI connectivity or DTI white matter integrity involving brain regions for primary motor functions or motor planning and control, or motor timing in a subsample of right handers who did not wear metal (Study 2, 28 boys and 16 girls). Results of these assessment studies, which have implications for planning instruction for three SLDs-WL (dysgraphia, dyslexia, and oral and written language learning disability [OWL LD]), show that more than multisensory instruction is relevant. Language by ear, by mouth, by eye, and by hand, as well as motor planning, control, and output skills and motor timing should also be considered. Research is also reviewed that supports other processes beyond multisensory input alone that should also be considered for students with SLDs-WL
|
|
Keyword:
Article
|
|
URL: https://doi.org/10.1080/21683603.2018.1458357 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7050657/ http://www.ncbi.nlm.nih.gov/pubmed/32123644
|
|
BASE
|
|
Hide details
|
|
3 |
Self-government of complex reading and writing brains informed by cingulo-opercular network for adaptive control and working memory components for language learning
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Sequential Prediction of Literacy Achievement for Specific Learning Disabilities Contrasting in Impaired Levels of Language in Grades 4 to 9
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Brain and Behavioral Assessment of Executive Functions for Self-Regulating Levels of Language in Reading Brain
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Neuroanatomy of Handwriting and Related Reading and Writing Skills in Adults and Children with and without Learning Disabilities: French-American Connections.
|
|
|
|
In: ISSN: 0338-2389 ; EISSN: 2425-2042 ; Pratiques : linguistique, littérature, didactique ; https://hal.archives-ouvertes.fr/hal-01473700 ; Pratiques : linguistique, littérature, didactique, Centre de recherche sur les médiations (Crem) - Université de Lorraine 2016, 171-172, ⟨10.4000/pratiques.3175⟩ ; http://pratiques.revues.org/3175 (2016)
|
|
BASE
|
|
Show details
|
|
8 |
Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Effective Beginning Handwriting Instruction: Multi-modal, Consistent Format for 2 Years, and Linked to Spelling and Composing
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Relationships between Presence or Absence of ADHD and fMRI Connectivity Writing Tasks in Children with Dysgraphia
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Predicting Levels of Reading and Writing Achievement in Typically Developing, English-Speaking 2nd and 5th Graders
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Levels of Phonology Related to Reading and Writing in Middle Childhood
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Differences between Children with Dyslexia Who Are and Are Not Gifted in Verbal Reasoning
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Linguistic Pattern Analysis of Misspellings of Typically Developing Writers in Grades 1 to 9
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression: Related Yet Unique Language Systems in Grades 1, 3, 5, and 7
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Replication of CNTNAP2 association with nonword repetition and support for FOXP2 association with timed reading and motor activities in a dyslexia family sample
|
|
|
|
BASE
|
|
Show details
|
|
|
|