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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
. - 2017
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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
Abstract:
Background: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention-deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS). Method: Children with dyslexia-only (n = 17), AS-only (n = 17), comorbid dyslexia+AS (n = 25), and typically developing controls (n = 42), matched for age and non-verbal ability, were assessed on measures of phonological skills, executive function and time perception (duration discrimination and time reproduction). Results: Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia (though problems on duration discrimination appeared to be attributable to mild symptoms of inattention in this group). In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS. Children with dyslexia+AS showed an additive combination of the deficits associated with dyslexia-only and AS-only. Conclusions: Dyslexia and AS appear to be associated with distinct patterns of cognitive deficit, which are present in combination in children with dyslexia+AS.
URL:
https://doi.org/10.1111/j.1469-7610.2010.02312.x
http://epubs.surrey.ac.uk/842300/1/Gooch_et_al-2011-Journal_of_Child_Psychology_and_Psychiatry.pdf
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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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