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Teaching vocabulary to adolescents with language disorder: perspectives from teachers and speech and language therapists
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Teaching vocabulary to adolescents with language disorder: Perspectives from teachers and speech and language therapists
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Decoding abilities in adolescents with intellectual disabilities: the contribution of cognition, language, and home literacy
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Investigating Reading Comprehension in Adolescents with Intellectual Disabilities: Evaluating the Simple View of Reading
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A classroom intervention targeting working memory, attention and language skills: a cluster randomised feasibility trial
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Interventions targeting working memory in 4-11 year olds within their everyday contexts: a systematic review
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The effectiveness of classroom vocabulary intervention for adolescents with language disorder
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Do children use different forms of verbal rehearsal in serial picture recall tasks? A multi-method study
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Eyewitness identification in child witnesses on the autism spectrum
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Verbal, visual, and intermediary support for child witnesses with autism during investigative interviews
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Vocabulary intervention for adolescents with language disorder: a systematic review
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Verbal and non-verbal fluency in adults with developmental dyslexia: Phonological processing or executive control problems?
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Hearing and Balance Disorders in the State of Hawai‘i: Demographics and Demand for Services
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Developmental delays in speech coding among children with Down syndrome and William’s syndrome
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The relation between executive functioning, reaction time, naming speed and single word reading in children with typical development and language impairments
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Abstract:
Background. Few investigations have examined the relationship between a comprehensive range of executive functioning (EF) abilities and reading. Aims. Our investigation identified components of EF that independently predicted single word reading, and determined whether their predictive role remained when additional variables were included in the regression analyses. This provided information about the EF processes that are related to reading, and the unity and diversity of EF. Sample. This consisted of 160 children: 88 were typically developing with no language difficulties; 72 had language impairments. Method. The assessments involved decoding, ten measures of EF, reaction time, naming speed, non-verbal and verbal age-equivalent scores. Results and conclusions. In the first regression analysis, which only concerned the EF variables, the following verbal forms of EF had significant relationships with decoding: working memory; fluency; planning; and inhibition. Further regression analyses included additional predictor variables: reaction time; naming speed, and age-equivalent scores. These analyses indicated that most of the EF variables continued to predict decoding even when entered with competitor variables. Furthermore, after the entry of executive functioning variables there were no group differences in decoding (typical versus language difficulties). We discuss the contribution of EF and other variables to reading abilities.
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Keyword:
P Philology. Linguistics; RJ Pediatrics
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URL: https://openaccess.city.ac.uk/id/eprint/14271/ https://doi.org/10.1111/bjep.12115 https://openaccess.city.ac.uk/id/eprint/14271/3/The%20relation%20between%20executive%20functioning%252C%20reaction%20time%252C%20naming%20speed%20and%20single%20word%20reading.pdf
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Strategic verbal rehearsal in adolescents with mild intellectual disabilities: A multi-centre European study
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Executive functioning and verbal fluency in children with language difficulties
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