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Shared storybook reading with children at family risk of dyslexia
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Shared storybook reading with children at family risk of dyslexia
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In: J Res Read (2021)
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Defining and understanding dyslexia: past, present and future
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In: Oxf Rev Educ (2020)
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Dyslexia and Developmental Language Disorder : comorbid disorders with distinct effects on reading comprehension
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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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In: J Child Psychol Psychiatry (2019)
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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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Original Articles
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URL: https://doi.org/10.1111/jcpp.13140 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7317952/ http://www.ncbi.nlm.nih.gov/pubmed/31631348
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Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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CATALISE : a multinational and multidisciplinary Delphi consensus study of problems with language development. Phase 2. Terminology
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Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology
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In: Communication Sciences and Disorders Publications (2017)
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Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: terminology
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Phase 2 of CATALISE : a multinational and multidisciplinary Delphi consensus study of problems with language development : Terminology
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CATALISE: a multinational and multidisciplinary Delphi consensus study. Identifying language impairments in children
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CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children
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Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes
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