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Concurrent predictors of word reading and reading comprehension for 9-year-olds with Williams syndrome
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In: Read Writ (2021)
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Sleep characteristics and problems of 2-year-olds with Williams syndrome: relations with language and behavior ...
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Sleep characteristics and problems of 2-year-olds with Williams syndrome: relations with language and behavior ...
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Sleep characteristics and problems of 2-year-olds with Williams syndrome: relations with language and behavior
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In: J Neurodev Disord (2020)
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Development of Rapid Word-Object Associations in Relation to Expressive Vocabulary: Shared Commonalities in Infants and Toddlers with and without Williams Syndrome
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In: Dev Sci (2020)
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Age at Onset of Declarative Gestures and 24-Month Expressive Vocabulary Predict Later Language and Intellectual Abilities in Young Children With Williams Syndrome
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Infants with Williams Syndrome Detect Statistical Regularities in Continuous Speech
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Children with Williams Syndrome: Developmental Trajectories for Intellectual Abilities, Vocabulary Abilities, and Adaptive Behavior
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Pragmatic Abilities of Children with Williams Syndrome: A Longitudinal Examination
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Abstract:
Prior research has indicated that pragmatics is an area of particular weakness for individuals with Williams syndrome (WS). To further address this aspect of the WS social phenotype, we used an individual differences approach to consider both cross-sectional and longitudinal relations among different pragmatic abilities for 14 children with WS, taking into account individual differences in non-verbal reasoning abilities. We also considered the relations between pragmatic abilities and expressive vocabulary ability. Participants were tested at two time points: as 4-year-olds during a 30-min play session with their mothers (Time 1) and an average of 5.87 years later during a one-on-one conversation with a familiar researcher (Time 2). Children’s intellectual and expressive vocabulary abilities were assessed at both time points. Results indicated that the ability to verbally contribute information beyond what was required in response to a question (ExtendQ) was significantly related to the ability to verbally contribute new information in the absence of a question (ExtendS) both at age 4 years and during primary school. At age 4, both the ability to pair verbalizations with eye contact in triadic interactions (secondary intersubjectivity) and expressive vocabulary ability were related to both ExtendQ and ExtendS. Finally, both ExtendQ and the ability to pair verbalizations with eye contact (intersubjectivity) at age 4 years predicted ExtendQ at age 9–12 years. The theoretical implications of our findings and the importance of early pragmatic language intervention for children who have WS are discussed.
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Keyword:
Psychology
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3376418 http://www.ncbi.nlm.nih.gov/pubmed/22719734 https://doi.org/10.3389/fpsyg.2012.00199
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Children with Williams Syndrome: Language, Cognitive, and Behavioral Characteristics and their Implications for Intervention
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Children with 7q11.23 Duplication Syndrome: Speech, Language, Cognitive, and Behavioral Characteristics and their Implications for Intervention
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Cognitive and Behavioral Characteristics of Children with Williams Syndrome: Implications for Intervention Approaches
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Language and Literacy Development of Children with Williams Syndrome
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Rearrangements of the Williams–Beuren syndrome locus: molecular basis and implications for speech and language development
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