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Auteur Margaret J. SNOWLING |
Documents disponibles écrits par cet auteur (27)
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Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms / Debbie GOOCH in Journal of Child Psychology and Psychiatry, 52-2 (February 2011)
[article]
Titre : Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms Type de document : Texte imprimé et/ou numérique Auteurs : Debbie GOOCH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Année de publication : 2011 Article en page(s) : p.195-203 Langues : Anglais (eng) Mots-clés : Dyslexia attention deficit/hyperactivity disorder comorbidity attention time perception executive function phonological skills Index. décimale : PER Périodiques Résumé : Background: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention-deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS).
Method: Children with dyslexia-only (n = 17), AS-only (n = 17), comorbid dyslexia+AS (n = 25), and typically developing controls (n = 42), matched for age and non-verbal ability, were assessed on measures of phonological skills, executive function and time perception (duration discrimination and time reproduction).
Results: Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia (though problems on duration discrimination appeared to be attributable to mild symptoms of inattention in this group). In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS. Children with dyslexia+AS showed an additive combination of the deficits associated with dyslexia-only and AS-only.
Conclusions: Dyslexia and AS appear to be associated with distinct patterns of cognitive deficit, which are present in combination in children with dyslexia+AS.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02312.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116
in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.195-203[article] Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms [Texte imprimé et/ou numérique] / Debbie GOOCH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - 2011 . - p.195-203.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 52-2 (February 2011) . - p.195-203
Mots-clés : Dyslexia attention deficit/hyperactivity disorder comorbidity attention time perception executive function phonological skills Index. décimale : PER Périodiques Résumé : Background: Deficits in time perception (the ability to judge the duration of time intervals) have been found in children with both attention-deficit/hyperactivity disorder (ADHD) and dyslexia. This paper investigates time perception, phonological skills and executive functions in children with dyslexia and/or ADHD symptoms (AS).
Method: Children with dyslexia-only (n = 17), AS-only (n = 17), comorbid dyslexia+AS (n = 25), and typically developing controls (n = 42), matched for age and non-verbal ability, were assessed on measures of phonological skills, executive function and time perception (duration discrimination and time reproduction).
Results: Children with dyslexia were impaired on measures of phonological skill and duration discrimination compared to children without dyslexia (though problems on duration discrimination appeared to be attributable to mild symptoms of inattention in this group). In contrast, children with AS exhibited impairments on measures of both time perception and executive function compared to children without AS. Children with dyslexia+AS showed an additive combination of the deficits associated with dyslexia-only and AS-only.
Conclusions: Dyslexia and AS appear to be associated with distinct patterns of cognitive deficit, which are present in combination in children with dyslexia+AS.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2010.02312.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=116 When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia / Marianna E. HAYIOU-THOMAS in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
[article]
Titre : When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Marianna E. HAYIOU-THOMAS, Auteur ; Julia M. CARROLL, Auteur ; Ruth LEAVETT, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2017 Article en page(s) : p.197-205 Langues : Anglais (eng) Mots-clés : Speech sound disorder literacy language impairment disordered speech errors family risk of dyslexia Index. décimale : PER Périodiques Résumé : Background This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years later (age 8), using measures of word-level reading, spelling and reading comprehension. Results The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5½ and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with ‘disordered’ speech errors had poorer word reading skills than children whose speech errors indicated ‘delay’. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time-points. Conclusions Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.197-205[article] When does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia [Texte imprimé et/ou numérique] / Marianna E. HAYIOU-THOMAS, Auteur ; Julia M. CARROLL, Auteur ; Ruth LEAVETT, Auteur ; Charles HULME, Auteur ; Margaret J. SNOWLING, Auteur . - 2017 . - p.197-205.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.197-205
Mots-clés : Speech sound disorder literacy language impairment disordered speech errors family risk of dyslexia Index. décimale : PER Périodiques Résumé : Background This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were assessed at the start of formal reading instruction (age 5½), using measures of phoneme awareness, word-level reading and spelling; and 3 years later (age 8), using measures of word-level reading, spelling and reading comprehension. Results The presence of early SSD conferred a small but significant risk of poor phonemic skills and spelling at the age of 5½ and of poor word reading at the age of 8. Furthermore, within the group with SSD, the persistence of speech difficulties to the point of school entry was associated with poorer emergent literacy skills, and children with ‘disordered’ speech errors had poorer word reading skills than children whose speech errors indicated ‘delay’. In contrast, the initial severity of SSD was not a significant predictor of reading development. Beyond the domain of speech, the presence of a co-occurring language impairment was strongly predictive of literacy skills and having a family risk of dyslexia predicted additional variance in literacy at both time-points. Conclusions Early SSD alone has only modest effects on literacy development but when additional risk factors are present, these can have serious negative consequences, consistent with the view that multiple risks accumulate to predict reading disorders. En ligne : http://dx.doi.org/10.1111/jcpp.12648 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299