Learning to Read with a Language Impairment

Learning to Read with a Language Impairment

Bibliografiske detaljer
Main Authors:	Snowling, M, Hulme, C
Format:	Journal article
Sprog:	English
Udgivet:	John Wiley and Sons 2008

Lignende værker

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

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

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

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

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

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

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

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

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

Language skills and learning to read
af: Snowling, M
Udgivet: (2004)

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

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

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

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

Reading disorders and dyslexia.
af: Hulme, C, et al.
Udgivet: (2016)

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

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

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

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

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

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

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

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

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

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

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

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

From language to reading and dyslexia.
af: Snowling, M
Udgivet: (2001)

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

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

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

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

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

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

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

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

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

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

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

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