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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 Hits 1 – 20 of 58 1 Knowledge of letter sounds in children from England Treiman, R; Stothard, SE; Snowling, M. - 2019 BASE Show details 2 Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia Snowling, M; Lervag, A; Nash, HM. - 2018 BASE Show details 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 BASE Show details 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. - 2017 BASE Show details 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) BASE Show details 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; Hulme, C; Snowling, M. - 2016 Abstract: Background: This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method: Children were identified with speech-sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading, and spelling; and three years later (age 8), using measures of word-level reading, spelling and reading comprehension. Results: The presence of early SSD conferred a small but significant risk of poor phonemic skills at age 5½ and of poor word reading at age 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school-entry was associated with poorer literacy-related skills, and children with ‘disordered’ speech errors had poorer word reading skills than children whose speech errors indicated ‘delay’. In contrast, the initial severity of the SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family-risk of dyslexia predicted additional variance in literacy at both time-points. Conclusion: Early SSD alone has only modest effects on literacy development but when additional risk factors are present these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. Keyword: disordered speech errors; family-risk of dyslexia; Language Impairment; Literacy; Speech Sound Disorder URL: https://doi.org/10.1111/jcpp.12648 BASE Hide details 7 CATALISE: A Multinational and Multidisciplinary Delphi Consensus Study. Identifying Language Impairments in Children. Bishop, D; Snowling, M; Thompson, P. - 2016 BASE Show details 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) BASE Show details 9 Further evidence for a parent-of-origin effect at the NOP9 locus on language-related phenotypes. Pettigrew, KA; Frinton, E; Nudel, R. - 2016 BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details 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) BASE Show details 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 BASE Show details 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) BASE Show details 19 Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms Gooch, Deborah; Snowling, M; Hulme, C. - : Wiley, 2010 BASE Show details 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) BASE Show details Page: 1 2 3

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