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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 Hits 1 – 14 of 14 1 The development of executive function and language skills in the early school years Gooch, D; Thompson, P; Nash, HM; Snowling, MJ; Hulme, C. - : Wiley, 2016 Abstract: Background: The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills. Method: Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. Results: There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. Conclusions: There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour. URL: https://doi.org/10.1111/jcpp.12458 http://eprints.whiterose.ac.uk/93266/1/Gooch_et_al-2015-Journal_of_Child_Psychology_and_Psychiatry.pdf http://eprints.whiterose.ac.uk/93266/ BASE Hide details 2 The Foundations of Literacy Development in Children at Familial Risk of Dyslexia Hulme, C; Nash, HM; Gooch, D. - : Association for Psychological Science, 2015 BASE Show details 3 Developmental dyslexia: predicting individual risk Thompson, PA; Hulme, C; Nash, HM. - : Wiley, 2015 BASE Show details 4 The foundations of literacy development in children at familial risk of dyslexia Hulme, C; Nash, HM; Gooch, D... 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 ; ORA review team (2015) BASE Show details 5 Comorbidities in preschool children at family risk of dyslexia. Gooch, D; Hulme, C; Nash, HM. - : Wiley, 2014 BASE Show details 6 Comorbidities in preschool children at family risk of dyslexia Gooch, D; Hulme, C; Nash, HM... In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2014) BASE Show details 7 Comorbidities in preschool children at family risk of dyslexia. Gooch, D; Hulme, C; Nash, HM... 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 (2014) BASE Show details 8 Comorbidities in preschool children at family risk of dyslexia. Gooch, D; Hulme, C; Nash, HM... In: J Child Psychol Psychiatry , 55 (3) 237 - 246. (2014) (2014) BASE Show details 9 Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment. Nash, HM; Hulme, C; Gooch, D. - : Wiley, 2013 BASE Show details 10 Preschool language profiles of children at family risk of dyslexia: Continuities with specific language impairment Nash, HM; Hulme, C; Gooch, D... In: Symplectic Elements at Oxford ; Scopus (http://www.scopus.com/home.url) (2013) BASE Show details 11 Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment. Gooch, D; Nash, HM; Snowling, MJ... 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 (2013) BASE Show details 12 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 13 Time Perception, Executive Function and Phonological Skills in Children with Attention Difficulties and Reading Disorder. Gooch, D; Snowling, MJ; Hulme, C In: Journal of Child Psychology & Psychiatry. , 52 195 - 203. (2011) (2011) BASE Show details 14 Paired-associate learning, phoneme awareness, and learning to read. Hulme, C; Goetz, K; Gooch, D... 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 (2007) BASE Show details

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