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Findings of Impaired Hearing in Patients With Nonfluent/Agrammatic Variant Primary Progressive Aphasia.
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| 4 |
Impaired Interoceptive Accuracy in Semantic Variant Primary Progressive Aphasia
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| 5 |
Behavioural and neuroanatomical correlates of auditory speech analysis in primary progressive aphasias
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| 7 |
Teaching NeuroImages: Nonfluent variant primary progressive aphasia A distinctive clinico-anatomical syndrome
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| 8 |
Processing emotion from abstract art in frontotemporal lobar degeneration
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In: Neuropsychologia , 81 pp. 245-254. (2016) (2016)
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| 9 |
Hearing and dementia.
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In: Journal of Neurology (2016) (2016)
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| 10 |
Binary reversals in primary progressive aphasia
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In: Cortex , 82 pp. 287-289. (2016) (2016)
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| 11 |
Narrative skills in deaf children who use spoken English: Dissociations between macro and microstructural devices
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In: Research in Developmental Disabilities , 59 pp. 268-282. (2016) (2016)
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| 12 |
Comparing the Verbal Self-Reports of Spelling Strategies Used by Children With and Without Dyslexia
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In: International Journal of Disability, Development and Education , 63 (1) pp. 27-44. (2015) (2015)
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Abstract:
This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months–9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of Critten, Pine, and Steffler [Critten, S., Pine, K., & Steffler, D. (2007). Spelling development in young children: A case of representational redescription? Journal of Educational Psychology, 99, 207–220]. Children identified with dyslexia (n = 22, mean age 8 years 10 months) were compared to two typically developing groups of children: the first matched by age (n = 22, 8 years 11 months), the second by spelling ability (n = 22, 7 years 5 months). In the recognition task, children were asked to identify the correct spelling of the target word from three phonologically and/or orthographically plausible alternatives and to verbally self-report the strategy they used when approaching the task. Their strategies were identified with reference to Rittle-Johnson and Siegler [Rittle-Johnson, B., & Siegler, R. (1999). Learning to spell: Variability, choice, and change in children’s strategy use. Child Development, 70, 332–348]. All of the children in the study were able to provide meaningful self-reports. Results suggest that children with dyslexia are less likely to use the same range of strategies as typically developing children and more likely to use a sounding out (i.e. phonetic strategy) when approaching the task of spelling identification. We conclude that an assessment protocol for spelling that incorporates verbal self-report seems a promising way forward in providing in-depth qualitative information for targeted support. Further, the data suggest that it may be useful to explicitly teach a range of strategies to children with dyslexia when supporting them with their spelling.
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Keyword:
assessment; dyslexia; interactive assessment; intervention; phonics; spelling; strategies; verbal self-reports
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URL: http://discovery.ucl.ac.uk/1474905/
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| 13 |
Measurement issues: Assessing language skills in young children
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In: Child and Adolescent Mental Health , 20 (2) pp. 116-125. (2015) (2015)
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| 14 |
Sign-Supported English: is it effective at teaching vocabulary to young children with English as an Additional Language?
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In: Int J Lang Commun Disord , 50 (5) pp. 616-628. (2015) (2015)
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| 15 |
Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task
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In: JOURNAL OF CHILD LANGUAGE , 40 (1) pp. 193-220. (2013) (2013)
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| 16 |
Phonological deficits in specific language impairment and developmental dyslexia: towards a multidimensional model.
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In: Brain , 136 (Pt 2) pp. 630-645. (2013) (2013)
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| 17 |
Neural Correlates of Sublexical Processing in Phonological Working Memory
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In: J COGNITIVE NEUROSCI , 23 (4) 961 - 977. (2011) (2011)
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| 18 |
Identifying specific language impairment in deaf children acquiring British Sign Language: Implications for theory and practice
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In: British Journal of Developmental Psychology , 28 (1) 33 - 49. (2010) (2010)
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| 19 |
Building an Assessment Use Argument for sign language: the BSL Nonsense Sign Repetition Test
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In: INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM , 13 (2) pp. 243-258. (2010) (2010)
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| 20 |
The link between prosody and language skills in children with specific language impairment (SLI) and/or dyslexia
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In: INT J LANG COMM DIS , 44 (4) pp. 466-488. (2009) (2009)
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