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Auteur Margaret J. SNOWLING |
Documents disponibles écrits par cet auteur (27)
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Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 57-12 (December 2016)
[article]
Titre : Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Fiona J. DUFF, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur Article en page(s) : p.1360-1369 Langues : Anglais (eng) Mots-clés : Language disorder reading language specific language impairment Index. décimale : PER Périodiques Résumé : Background Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. Results Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood – a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. Conclusions Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1360-1369[article] Language profiles and literacy outcomes of children with resolving, emerging, or persisting language impairments [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Fiona J. DUFF, Auteur ; Hannah M. NASH, Auteur ; Charles HULME, Auteur . - p.1360-1369.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-12 (December 2016) . - p.1360-1369
Mots-clés : Language disorder reading language specific language impairment Index. décimale : PER Périodiques Résumé : Background Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia, together with typically developing controls at three time points: t1 (age 3;09), t3 (5;08) and t5 (8;01). Language measures are reported at t1, t3 and t5, and literacy abilities at t3 and t5. A research diagnosis of LI (irrespective of recruitment group) was validated at t1 by a composite language score derived from measures of receptive and expressive grammar and vocabulary; a score falling 1SD below the mean of the typical language group on comparable measures at t3 and t5 was used to determine whether a child had LI at later time points and then to classify LIs as resolving, persisting or emerging. Results Persisting preschool LIs were more severe and pervasive than resolving LIs. Language and literacy outcomes were relatively poor for those with persisting LI, and relatively good for those with resolving LI. A significant proportion of children with average language abilities in preschool had LIs that emerged in middle childhood – a high proportion of these children were at family risk of dyslexia. There were more boys in the persisting and resolving LI groups. Children with early LIs which resolved by the start of formal literacy instruction tended to have good literacy outcomes; children with late-emerging difficulties that persisted developed reading difficulties. Conclusions Children with late-emerging LI are relatively common and are hard to detect in the preschool years. Our findings show that children whose LIs persist to the point of formal literacy instruction frequently experience reading difficulties. En ligne : http://dx.doi.org/10.1111/jcpp.12497 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=297 Persistence of literacy problems: spelling in adolescence and at mid-life / Barbara MAUGHAN in Journal of Child Psychology and Psychiatry, 50-8 (August 2009)
[article]
Titre : Persistence of literacy problems: spelling in adolescence and at mid-life Type de document : Texte imprimé et/ou numérique Auteurs : Barbara MAUGHAN, Auteur ; Michael RUTTER, Auteur ; William YULE, Auteur ; Margaret J. SNOWLING, Auteur ; Andrew PICKLES, Auteur ; Stephan COLLISHAW, Auteur ; J. MESSER, Auteur Année de publication : 2009 Article en page(s) : p.893-901 Langues : Anglais (eng) Mots-clés : Developmental reading-problems follow-up spelling epidemiology continuity reading-disorder Index. décimale : PER Périodiques Résumé : Background: Developmental reading problems show strong persistence across the school years; less is known about poor readers' later progress in literacy skills.
Method: Poor (n = 42) and normally developing readers (n = 86) tested in adolescence (ages 14/15 years) in the Isle of Wight epidemiological studies were re-contacted at mid-life (ages 44/45 years). Participants completed a spelling test, and reported on educational qualifications, perceived adult spelling competence, and problems in day-to-day literacy tasks.
Results: Individual differences in spelling were highly persistent across this 30-year follow-up, with correlations between spelling at ages 14 and 44 years of r = .91 (p < .001) for poor readers and r = .89 (p < .001) for normally developing readers. Poor readers' spelling remained markedly impaired at mid-life, with some evidence that they had fallen further behind over the follow-up period. Taking account of adolescent spelling levels, continued exposure to reading and literacy demands in adolescence and early adulthood was independently predictive of adult spelling in both samples; family social background added further to prediction among normally developing readers only.
Conclusions: By adolescence, individual differences in spelling and its related sub-skills are highly stable. Encouraging young people with reading disabilities to maintain their exposure to reading and writing may be advantageous in the longer term.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02079.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787
in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.893-901[article] Persistence of literacy problems: spelling in adolescence and at mid-life [Texte imprimé et/ou numérique] / Barbara MAUGHAN, Auteur ; Michael RUTTER, Auteur ; William YULE, Auteur ; Margaret J. SNOWLING, Auteur ; Andrew PICKLES, Auteur ; Stephan COLLISHAW, Auteur ; J. MESSER, Auteur . - 2009 . - p.893-901.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 50-8 (August 2009) . - p.893-901
Mots-clés : Developmental reading-problems follow-up spelling epidemiology continuity reading-disorder Index. décimale : PER Périodiques Résumé : Background: Developmental reading problems show strong persistence across the school years; less is known about poor readers' later progress in literacy skills.
Method: Poor (n = 42) and normally developing readers (n = 86) tested in adolescence (ages 14/15 years) in the Isle of Wight epidemiological studies were re-contacted at mid-life (ages 44/45 years). Participants completed a spelling test, and reported on educational qualifications, perceived adult spelling competence, and problems in day-to-day literacy tasks.
Results: Individual differences in spelling were highly persistent across this 30-year follow-up, with correlations between spelling at ages 14 and 44 years of r = .91 (p < .001) for poor readers and r = .89 (p < .001) for normally developing readers. Poor readers' spelling remained markedly impaired at mid-life, with some evidence that they had fallen further behind over the follow-up period. Taking account of adolescent spelling levels, continued exposure to reading and literacy demands in adolescence and early adulthood was independently predictive of adult spelling in both samples; family social background added further to prediction among normally developing readers only.
Conclusions: By adolescence, individual differences in spelling and its related sub-skills are highly stable. Encouraging young people with reading disabilities to maintain their exposure to reading and writing may be advantageous in the longer term.En ligne : http://dx.doi.org/10.1111/j.1469-7610.2009.02079.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=787 Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology / Dorothy V. M. BISHOP in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
[article]
Titre : Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology Type de document : Texte imprimé et/ou numérique Auteurs : Dorothy V. M. BISHOP, Auteur ; Margaret J. SNOWLING, Auteur ; Paul A. THOMPSON, Auteur ; Trisha GREENHALGH, Auteur ; CATALISE-CONSORTIUM,, Auteur Article en page(s) : p.1068-1080 Langues : Anglais (eng) Mots-clés : Developmental language disorder specific language impairment terminology risk factors definitions Index. décimale : PER Périodiques Résumé : Background Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. Results We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. Conclusions This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature. En ligne : http://dx.doi.org/10.1111/jcpp.12721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1068-1080[article] Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology [Texte imprimé et/ou numérique] / Dorothy V. M. BISHOP, Auteur ; Margaret J. SNOWLING, Auteur ; Paul A. THOMPSON, Auteur ; Trisha GREENHALGH, Auteur ; CATALISE-CONSORTIUM,, Auteur . - p.1068-1080.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1068-1080
Mots-clés : Developmental language disorder specific language impairment terminology risk factors definitions Index. décimale : PER Périodiques Résumé : Background Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods The Delphi method is an iterative process in which an initial set of statements is rated by a panel of experts, who then have the opportunity to view anonymised ratings from other panel members. On this basis they can either revise their views or make a case for their position. The statements are then revised based on panel feedback, and again rated by and commented on by the panel. In this study, feedback from a second round was used to prepare a final set of statements in narrative form. The panel included 57 individuals representing a range of professions and nationalities. Results We achieved at least 78% agreement for 19 of 21 statements within two rounds of ratings. These were collapsed into 12 statements for the final consensus reported here. The term ‘Language Disorder’ is recommended to refer to a profile of difficulties that causes functional impairment in everyday life and is associated with poor prognosis. The term, ‘Developmental Language Disorder’ (DLD) was endorsed for use when the language disorder was not associated with a known biomedical aetiology. It was also agreed that (a) presence of risk factors (neurobiological or environmental) does not preclude a diagnosis of DLD, (b) DLD can co-occur with other neurodevelopmental disorders (e.g. ADHD) and (c) DLD does not require a mismatch between verbal and nonverbal ability. Conclusions This Delphi exercise highlights reasons for disagreements about terminology for language disorders and proposes standard definitions and nomenclature. En ligne : http://dx.doi.org/10.1111/jcpp.12721 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia / Alison GALLAGHER in Journal of Child Psychology and Psychiatry, 41-2 (February 2000)
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Titre : Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia Type de document : Texte imprimé et/ou numérique Auteurs : Alison GALLAGHER, Auteur ; Uta FRITH, Auteur ; Margaret J. SNOWLING, Auteur Année de publication : 2000 Article en page(s) : p.203-213 Langues : Anglais (eng) Mots-clés : Dyslexia genetics language reading specific learning difficulties written language Index. décimale : PER Périodiques Résumé : This paper reports the literacy skills of 63 children selected as being at genetic risk of dyslexia compared with 34 children from families reporting no history of reading impairment. Fifty-seven per cent of the at-risk group were delayed in literacy development at 6 years compared with only 12% of controls. The “unimpaired” at-risk group were not statistically different from controls on most cognitive and language measures at 45 months, whereas the literacy-delayed group showed significantly slower speech and language development, although they did not differ from controls in nonverbal ability. Letter knowledge at 45 months was the strongest predictor of literacy level at 6 years. In addition, early speech and language skills predicted individual differences in literacy outcome and genetic risk accounted for unique variance over and above these other factors. The results are discussed in terms of an interactive developmental model in which semantic and phonological skills support early reading acquisition. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.203-213[article] Precursors of Literacy Delay among Children at Genetic Risk of Dyslexia [Texte imprimé et/ou numérique] / Alison GALLAGHER, Auteur ; Uta FRITH, Auteur ; Margaret J. SNOWLING, Auteur . - 2000 . - p.203-213.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 41-2 (February 2000) . - p.203-213
Mots-clés : Dyslexia genetics language reading specific learning difficulties written language Index. décimale : PER Périodiques Résumé : This paper reports the literacy skills of 63 children selected as being at genetic risk of dyslexia compared with 34 children from families reporting no history of reading impairment. Fifty-seven per cent of the at-risk group were delayed in literacy development at 6 years compared with only 12% of controls. The “unimpaired” at-risk group were not statistically different from controls on most cognitive and language measures at 45 months, whereas the literacy-delayed group showed significantly slower speech and language development, although they did not differ from controls in nonverbal ability. Letter knowledge at 45 months was the strongest predictor of literacy level at 6 years. In addition, early speech and language skills predicted individual differences in literacy outcome and genetic risk accounted for unique variance over and above these other factors. The results are discussed in terms of an interactive developmental model in which semantic and phonological skills support early reading acquisition. Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=125 Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment / Hannah M. NASH in Journal of Child Psychology and Psychiatry, 54-9 (September 2013)
[article]
Titre : Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment Type de document : Texte imprimé et/ou numérique Auteurs : Hannah M. NASH, Auteur ; Charles HULME, Auteur ; Debbie GOOCH, Auteur ; Margaret J. SNOWLING, Auteur Article en page(s) : p.958-968 Langues : Anglais (eng) Mots-clés : Dyslexia pre-school SLI language Index. décimale : PER Périodiques Résumé : Background Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years. Method The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls. Results Children at FR showed two different profiles: one third of the group resembled the children with SLI and scored poorly across multiple domains of language including phonology. As a group, the remaining children had difficulties on tasks tapping phonological skills at T1 and T2. At the individual level, we confirmed that some FR children had both phonological and broader oral language difficulties (compared with TD controls), some had only phonological difficulties and some appeared to be developing typically. Conclusions We have highlighted the early overlap between family risk of dyslexia and SLI. A family history of dyslexia carries an increased risk for SLI and the two disorders both show an increased incidence of phonological deficits which appear to a proximal risk factor for developing a reading impairment. En ligne : http://dx.doi.org/10.1111/jcpp.12091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212
in Journal of Child Psychology and Psychiatry > 54-9 (September 2013) . - p.958-968[article] Preschool language profiles of children at family risk of dyslexia: continuities with specific language impairment [Texte imprimé et/ou numérique] / Hannah M. NASH, Auteur ; Charles HULME, Auteur ; Debbie GOOCH, Auteur ; Margaret J. SNOWLING, Auteur . - p.958-968.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 54-9 (September 2013) . - p.958-968
Mots-clés : Dyslexia pre-school SLI language Index. décimale : PER Périodiques Résumé : Background Children at family risk of dyslexia have been reported to show phonological deficits as well as broader language delays in the preschool years. Method The preschool language skills of 112 children at family risk of dyslexia (FR) at ages 3½ and 4½ were compared with those of children with SLI and typically developing (TD) controls. Results Children at FR showed two different profiles: one third of the group resembled the children with SLI and scored poorly across multiple domains of language including phonology. As a group, the remaining children had difficulties on tasks tapping phonological skills at T1 and T2. At the individual level, we confirmed that some FR children had both phonological and broader oral language difficulties (compared with TD controls), some had only phonological difficulties and some appeared to be developing typically. Conclusions We have highlighted the early overlap between family risk of dyslexia and SLI. A family history of dyslexia carries an increased risk for SLI and the two disorders both show an increased incidence of phonological deficits which appear to a proximal risk factor for developing a reading impairment. En ligne : http://dx.doi.org/10.1111/jcpp.12091 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=212 Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)
PermalinkReading and language intervention for children at risk of dyslexia: a randomised controlled trial / Fiona J. DUFF in Journal of Child Psychology and Psychiatry, 55-11 (November 2014)
PermalinkSpelling performance of children with developmental verbal dyspraxia / Margaret J. SNOWLING in Developmental Medicine & Child Neurology, 25-4 (August 1983)
PermalinkThe development of executive function and language skills in the early school years / Debbie GOOCH in Journal of Child Psychology and Psychiatry, 57-2 (February 2016)
PermalinkThe efficacy of early language intervention in mainstream school settings: a randomized controlled trial / Silke FRICKE in Journal of Child Psychology and Psychiatry, 58-10 (October 2017)
PermalinkTime 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)
PermalinkWhen 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)
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