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Hits 1 – 20 of 58
1
Knowledge of letter sounds in children from England
Treiman, R
;
Stothard, SE
;
Snowling, M
. - 2019
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2
Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
Snowling, M
;
Lervag, A
;
Nash, HM
. - 2018
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3
The role of language production mechanisms in children’s sentence repetition: evidence from an inflectionally rich language
Snowling, M
;
Mirkovic, J
;
Nag, S
. - 2017
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4
The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development
Puglisi, M
;
Hulme, C
;
Hamilton, LG
;
Snowling, M
. - 2017
Abstract:
The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high-risk of dyslexia (N=251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.
Keyword:
dyslexia
;
gene-environment interaction
;
home literacy environment
;
language development
;
reading disorders
URL:
https://doi.org/10.1080/10888438.2017.1346660
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5
Bilingualism and biliteracy in Down syndrome: insights from a case study
Snowling, M
;
Duff, FJ
;
Burgoyne, K
...
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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6
When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment, and family-risk of dyslexia
Hayiou-Thomas, ME
;
Carroll, JM
;
Leavett, R
. - 2016
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7
CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children.
Bishop, D
;
Snowling, M
;
Thompson, P
. - 2016
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8
Classroom literacy practices in low- and middle-income countries: an interpretative synthesis of ethnographic studies
Nag, S
;
Snowling, M
;
Asfaha, Y
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2016)
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9
Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes.
Pettigrew, KA
;
Frinton, E
;
Nudel, R
. - 2016
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10
What automaticity deficit? Activation of lexical information by readers with dyslexia in a RAN Stroop-switch task
Snowling, M
;
Jones, M
;
Moll, K
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
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11
The development of executive function and language skills in the early school years
Snowling, M
;
Gooch, DG
;
Nash, HM
...
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
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12
The foundations of literacy development in children at familial risk of dyslexia
Snowling, M
;
Hulme, C
;
Nash, HM
...
In: Symplectic Elements at Oxford ; Added by author ; ORA review team (2015)
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13
Child and Symbol Factors in Learning to Read a Visually Complex Writing System
Nag, S
;
Snowling, M
;
Quinlan, P
...
In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2014)
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14
Child and Symbol Factors in Learning to Read a Visually Complex Writing System
Nag, S
;
Snowling, M
;
Quinlan, P
...
In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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15
Training phoneme blending skills in children with Down syndrome
Burgoyne, K
;
Duff, F
;
Snowling, M
...
In: Symplectic Elements at Oxford ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef ; ORA review team (2013)
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16
Training phoneme blending skills in children with Down syndrome
Burgoyne, K
;
Duff, F
;
Snowling, M
...
In: CHILD LANGUAGE TEACHING & THERAPY , 29 (3) 273 - 290. (2013) (2013)
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17
The causal role of phoneme awareness and letter-sound knowledge in learning to read : combining intervention studies with mediation analyses
Hulme, Charles
;
Bowyer-Crane, C.
;
Carroll, Julia M.
. - : Sage, 2012
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18
Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms.
Gooch, D
;
Hulme, C
;
Snowling, M
In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2011)
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19
Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms
Gooch, Deborah
;
Snowling, M
;
Hulme, C
. - : Wiley, 2010
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20
Persistence of literacy problems: spelling in adolescence and at mid-life.
Maughan, B
;
Messer, J
;
Collishaw, S
...
In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; CrossRef (2009)
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