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Linking language to sensory experience: Onomatopoeia in early language development
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The role of onomatopoeia in children's early language development ...
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The Spelling Errors of French and English Children With Developmental Language Disorder at the End of Primary School
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In: Front Psychol (2020)
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Innate and plastic mechanisms in auditory cortex for maternal behavior
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In: Nature (2020)
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Onomatopoeia, gestures, actions and words: how do caregivers use multimodal cues in their communication to children?
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Spelling with DLD: A cross-linguistic analysis of the spelling errors produced by French and English students at the end of primary school
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In: 25th Annual Conference of SSR ; https://hal.archives-ouvertes.fr/hal-02054849 ; 25th Annual Conference of SSR, 2018, Brighton, United Kingdom (2018)
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L’atypie langagière chez les enfants sourds : une piste pour définir le développement du langage normal et pathologique dans les langues des signes
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In: Les atypies langagières de l’enfance à l’âge adulte. Apports de la psycholinguistique et des neurosciences cognitives ; https://halshs.archives-ouvertes.fr/halshs-01740277 ; Caroline Bogliotti; Frédéric Isel; Anne Lacheret. Les atypies langagières de l’enfance à l’âge adulte. Apports de la psycholinguistique et des neurosciences cognitives, DeBoeck Supérieur, 2017 (2017)
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Using the hands to represent objects in space: Gesture as a substrate for signed language acquisition.
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Teachers’ reported practices for teaching writing in England
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Language lateralization of hearing native signers: A functional transcranial Doppler sonography (fTCD) study of speech and sign production
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Deaf children's non-verbal working memory is impacted by their language experience
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Language lateralization of hearing native signers: A functional transcranial Doppler sonography (fTCD) study of speech and sign production
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Word production errors in children with developmental language impairments
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Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model
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Abstract:
An on-going debate surrounds the relationship between specific language impairment and developmental dyslexia, in particular with respect to their phonological abilities. Are these distinct disorders? To what extent do they overlap? Which cognitive and linguistic profiles correspond to specific language impairment, dyslexia and comorbid cases? At least three different models have been proposed: the severity model, the additional deficit model and the component model. We address this issue by comparing children with specific language impairment only, those with dyslexia-only, those with specific language impairment and dyslexia and those with no impairment, using a broad test battery of language skills. We find that specific language impairment and dyslexia do not always co-occur, and that some children with specific language impairment do not have a phonological deficit. Using factor analysis, we find that language abilities across the four groups of children have at least three independent sources of variance: one for non-phonological language skills and two for distinct sets of phonological abilities (which we term phonological skills versus phonological representations). Furthermore, children with specific language impairment and dyslexia show partly distinct profiles of phonological deficit along these two dimensions. We conclude that a multiple-component model of language abilities best explains the relationship between specific language impairment and dyslexia and the different profiles of impairment that are observed.
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Keyword:
Original Articles
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URL: https://doi.org/10.1093/brain/aws356 http://brain.oxfordjournals.org/cgi/content/short/136/2/630
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Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model
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