1 |
Orthographic Learning in Children Who Are Deaf or Hard of Hearing
|
|
|
|
BASE
|
|
Show details
|
|
2 |
Comorbidity of Auditory Processing, Attention, and Memory in Children With Word Reading Difficulties
|
|
|
|
BASE
|
|
Show details
|
|
3 |
Early Cognitive Predictors of 9-Year-Old Spoken Language in Children With Mild to Severe Hearing Loss Using Hearing Aids
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Language and speech outcomes of children with hearing loss and additional disabilities: identifying the variables that influence performance at five years of age
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Thinking outside the boxes : using current reading models to assess and treat developmental surface dyslexia
|
|
|
|
Abstract:
Improving the reading performance of children with developmental surface dyslexia has proved challenging, with limited generalisation of reading skills typically reported after intervention. The aim of this study was to provide tailored, theoretically motivated intervention to two children with developmental surface dyslexia. Our objectives were to improve their reading performance, and to evaluate the utility of current reading models in therapeutic practice. Detailed reading and cognitive profiles for two male children with developmental surface dyslexia were compared to the results obtained by age-matched control groups. The specific area of single-word reading difficulty for each child was identified within the dual route model (DRM) of reading, following which a theoretically motivated intervention programme was devised. Both children showed significant improvements in single-word reading ability after training, with generalisation effects observed for untrained words. However, the assessment and intervention results also differed for each child, reinforcing the view that the causes and consequences of developmental dyslexia, even within subtypes, are not homogeneous. Overall, the results of the interventions corresponded more closely with the DRM than other current reading models, in that real word reading improved in the absence of enhanced nonword reading for both children. ; 47 page(s)
|
|
Keyword:
developmental; dual route model of reading; intervention; reading; surface dyslexia
|
|
URL: http://hdl.handle.net/1959.14/1251495
|
|
BASE
|
|
Hide details
|
|
6 |
Learning from the Longitudinal Outcomes of Children with Hearing Impairment (LOCHI) study: summary of 5-year findings and implications
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Spoken language and everyday functioning in 5-year-old children using hearing aids or cochlear implants
|
|
|
|
BASE
|
|
Show details
|
|
8 |
Developing sound skills for reading : teaching phonological awareness to preschoolers with hearing loss
|
|
|
|
BASE
|
|
Show details
|
|
9 |
Language and speech outcomes of children with hearing loss and additional disabilities: Identifying the variables that influence performance at 5 years of age
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Developing sound skills for reading: teaching phonological awareness to preschoolers with hearing loss
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Phonological awareness at 5 years of age in children who use hearing aids or cochlear implants
|
|
|
|
BASE
|
|
Show details
|
|
12 |
Factors affecting psychosocial and motor development in 3-year-old children who are deaf or hard of hearing
|
|
|
|
BASE
|
|
Show details
|
|
13 |
Phonological Awareness at 5 years of age in Children who use Hearing Aids or Cochlear Implants
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Predictors of early reading skill in 5-year-old children with hearing loss who use spoken language
|
|
|
|
BASE
|
|
Show details
|
|
15 |
Phonological awareness and early reading skills in children with cochlear implants
|
|
|
|
BASE
|
|
Show details
|
|
16 |
Outcomes of 3-year-old children with hearing loss and different types of additional disabilities
|
|
|
|
BASE
|
|
Show details
|
|
17 |
Outcomes of 3-Year-Old Children With Hearing Loss and Different Types of Additional Disabilities
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Predictors of Early Reading Skill in 5-Year-Old Children With Hearing Loss Who Use Spoken Language
|
|
|
|
BASE
|
|
Show details
|
|
19 |
Language choices in L2 English sentence production : why speakers could have used modal perfect but didn't
|
|
|
|
BASE
|
|
Show details
|
|
20 |
Outcomes of early- and late-identified children at 3 years of age : findings from a prospective population-based study
|
|
|
|
BASE
|
|
Show details
|
|
|
|