Learning to Read with a Language Impairment

Learning to Read with a Language Impairment

Manylion Llyfryddiaeth
Prif Awduron:	Snowling, M, Hulme, C
Fformat:	Journal article
Iaith:	English
Cyhoeddwyd:	John Wiley and Sons 2008

Eitemau Tebyg

Reading intervention for children with language learning difficulties
gan: Snowling, M, et al.
Cyhoeddwyd: (2008)

Children's reading impairments: From theory to practice
gan: Snowling, M, et al.
Cyhoeddwyd: (2013)

Language and reading impairments are associated with increased prevalence of non-right handedness
gan: Snowling, MJ, et al.
Cyhoeddwyd: (2023)

Evidence-based interventions for reading and language difficulties: Creating a virtuous circle
gan: Snowling, M, et al.
Cyhoeddwyd: (2011)

Evidence-based interventions for reading and language difficulties: creating a virtuous circle.
gan: Snowling, M, et al.
Cyhoeddwyd: (2011)

Literacy outcomes for children with oral language impairments: Developmental interactions between language skills and learning to read
gan: Snowling, M
Cyhoeddwyd: (2004)

Literacy outcomes for children with oral language impairments: Developmental interactions between language skills and learning to read
gan: Snowling, M
Cyhoeddwyd: (2005)

Reading and Other Specific Learning Difficulties
gan: Snowling, M, et al.
Cyhoeddwyd: (2009)

Annual Research Review: Reading disorders revisited – the critical importance of oral language
gan: Snowling, M, et al.
Cyhoeddwyd: (2020)

Language skills and learning to read
gan: Snowling, M
Cyhoeddwyd: (2004)

Learning to Read: What We Know and What We Need to Understand Better
gan: Hulme, C, et al.
Cyhoeddwyd: (2013)

The dyslexia spectrum - Continuities between reading, speech, and language impairments
gan: Snowling, M, et al.
Cyhoeddwyd: (2006)

The Science of Reading: A Handbook
gan: Snowling, M, et al.
Cyhoeddwyd: (2008)

Reading in an Alphasyllabary: Implications for a Language Universal Theory of Learning to Read
gan: Nag, S, et al.
Cyhoeddwyd: (2012)

Reading disorders and dyslexia.
gan: Hulme, C, et al.
Cyhoeddwyd: (2016)

Preschool language profiles of children at family risk of dyslexia: Continuities with specific language impairment
gan: Nash, H, et al.
Cyhoeddwyd: (2013)

Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment.
gan: Nash, H, et al.
Cyhoeddwyd: (2013)

Comparing phonological skills and spelling abilities in children with reading and language impairments.
gan: Larkin, R, et al.
Cyhoeddwyd: (2008)

Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments
gan: Snowling, MJ, et al.
Cyhoeddwyd: (2015)

Dyslexia and developmental language disorder: Comorbid disorders with distinct effects on reading comprehension
gan: Snowling, M, et al.
Cyhoeddwyd: (2019)

Language skills, but not frequency discrimination, predict reading skills in children at risk of dyslexia
gan: Snowling, M, et al.
Cyhoeddwyd: (2018)

Child and Symbol Factors in Learning to Read a Visually Complex Writing System
gan: Nag, S, et al.
Cyhoeddwyd: (2014)

Child and Symbol Factors in Learning to Read a Visually Complex Writing System
gan: Nag, S, et al.
Cyhoeddwyd: (2014)

Children's Reading Comprehension Difficulties: Nature, Causes, and Treatments
gan: Hulme, C, et al.
Cyhoeddwyd: (2011)

Paired-associate learning, phoneme awareness, and learning to read.
gan: Hulme, C, et al.
Cyhoeddwyd: (2007)

Reading and language intervention for children at risk of dyslexia: a randomised controlled trial.
gan: Duff, F, et al.
Cyhoeddwyd: (2014)

Reading and language intervention for children at risk of dyslexia: A randomised controlled trial
gan: Duff, F, et al.
Cyhoeddwyd: (2014)

From language to reading and dyslexia.
gan: Snowling, M
Cyhoeddwyd: (2001)

The science of reading : a handbook /
gan: Snowling, Margaret J., et al.
Cyhoeddwyd: (2007)

Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5.
gan: Snowling, M, et al.
Cyhoeddwyd: (2012)

Closing a Virtuous Circle: Reciprocal Influences Between Theory and Practice in Studies of Reading Intervention
gan: Snowling, M, et al.
Cyhoeddwyd: (2014)

Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure.
gan: Hatcher, P, et al.
Cyhoeddwyd: (2004)

The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study.
gan: Nikolopoulos, D, et al.
Cyhoeddwyd: (2006)

Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial.
gan: Burgoyne, K, et al.
Cyhoeddwyd: (2012)

A connectionist perspective on the development of reading skills in children.
gan: Snowling, M, et al.
Cyhoeddwyd: (1997)

Phonological skills are (probably) one cause of success in learning to read: A comment on Castles and Coltheart
gan: Hulme, C, et al.
Cyhoeddwyd: (2005)

Interventions for children's language and literacy difficulties.
gan: Snowling, M, et al.
Cyhoeddwyd: (2012)

Individual differences in RAN and reading: a response timing analysis
gan: Clarke, P, et al.
Cyhoeddwyd: (2005)

The interface between spoken and written language: developmental disorders.
gan: Hulme, C, et al.
Cyhoeddwyd: (2014)

The effects of reading and language intervention on literacy skills in children in a remote community: an exploratory randomized controlled trial
gan: Mesa, C, et al.
Cyhoeddwyd: (2020)