Reading and language intervention for children at risk of dyslexia: A randomised controlled trial

Reading and language intervention for children at risk of dyslexia: A randomised controlled trial

Mostra altre versioni (1)

Background Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy.

Dettagli Bibliografici
Autori principali:	Duff, F, Hulme, C, Grainger, K, Hardwick, S, Miles, J, Snowling, M
Natura:	Journal article
Lingua:	English
Pubblicazione:	Blackwell Publishing Ltd 2014

Documenti analoghi

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

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

Reading disorders and dyslexia.
di: Hulme, C, et al.
Pubblicazione: (2016)

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

From language to reading and dyslexia.
di: Snowling, M
Pubblicazione: (2001)

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

Shared storybook reading with children at family risk of dyslexia
di: Snowling, M
Pubblicazione: (2021)

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

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

Precursors of reading difficulties in Czech and Slovak children at-risk of dyslexia
di: Moll, K, et al.
Pubblicazione: (2016)

Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
di: Snowling, M, et al.
Pubblicazione: (2018)

Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial.
di: Hatcher, P, et al.
Pubblicazione: (2006)

Comorbidities in preschool children at family risk of dyslexia
di: Gooch, D, et al.
Pubblicazione: (2014)

Comorbidities in preschool children at family risk of dyslexia.
di: Gooch, D, et al.
Pubblicazione: (2014)

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

Foundations of reading acquisition and dyslexia: Implications for early intervention.
di: Snowling, M
Pubblicazione: (2000)

Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder
di: Snowling, M, et al.
Pubblicazione: (2019)

Reading Development and Dyslexia
di: Snowling, M, et al.
Pubblicazione: (2010)

Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention
di: Duff, F, et al.
Pubblicazione: (2008)

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

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

The foundations of literacy development in children at familial risk of dyslexia
di: Hulme, C, et al.
Pubblicazione: (2015)

Reaction time variability in children with ADHD symptoms and/or dyslexia.
di: Gooch, D, et al.
Pubblicazione: (2012)

Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention.
di: Bowyer-Crane, C, et al.
Pubblicazione: (2008)

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

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

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

Identification of children at risk of dyslexia: the validity of teacher judgements using 'Phonic Phases'
di: Snowling, M, et al.
Pubblicazione: (2011)

Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms.
di: Gooch, D, et al.
Pubblicazione: (2011)

The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia
di: Snowling, M, et al.
Pubblicazione: (2016)

Ameliorating children's reading-comprehension difficulties: a randomized controlled trial.
di: Clarke, P, et al.
Pubblicazione: (2010)

Family risk of dyslexia is continuous: individual differences in the precursors of reading skill.
di: Snowling, M, et al.
Pubblicazione: (2003)

Is preschool language impairment a risk factor for dyslexia in adolescence?
di: Snowling, M, et al.
Pubblicazione: (2000)

Children at Familial Risk of Dyslexia: Practical Implications from an At-Risk Study
di: Muter, V, et al.
Pubblicazione: (2009)

Is preschool language impairment a risk factor for dyslexia in adolescence?
di: Snowling, M, et al.
Pubblicazione: (2000)

Learning to Read with a Language Impairment
di: Snowling, M, et al.
Pubblicazione: (2008)

Defining and understanding dyslexia: past, present and future
di: Snowling, M, et al.
Pubblicazione: (2020)

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

Early identification and interventions for dyslexia: A contemporary view
di: Snowling, M
Pubblicazione: (2012)

Early identification and interventions for dyslexia: A contemporary view
di: Snowling, M
Pubblicazione: (2013)