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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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Abstract:
Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty – specific meaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or general learning difficulties (low IQ). However, the failure to find qualitative differences in reading, and phonological skills, between children with dyslexia and children with more general learning problems led this kind of ‘discrepancy’ definition to fall from favour. The Rose Review stated that dyslexia can occur across the IQ range and that poor decoding skills require the same kinds of intervention irrespective of IQ. In this paper, we argue that loosening the criteria for dyslexia has influenced common understanding of the condition and led to diagnostic confusion. In the longer term, the use of the term may need to change. Implications for research and practice are discussed.
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Keyword:
Research Article
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC7455053/ http://www.ncbi.nlm.nih.gov/pubmed/32939103 https://doi.org/10.1080/03054985.2020.1765756
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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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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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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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When does speech sound disorder matter for literacy? : The role of disordered speech errors, co-occurring language impairment, and family-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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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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