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Annual Research Review: Reading disorders revisited - the critical importance of oral language / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 62-5 (May 2021)
[article]
Titre : Annual Research Review: Reading disorders revisited - the critical importance of oral language Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Article en page(s) : p.635-653 Langues : Anglais (eng) Mots-clés : Dyslexia comorbidity multiple risks reading comprehension reading disorders Index. décimale : PER Périodiques Résumé : This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene-environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.13324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445
in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.635-653[article] Annual Research Review: Reading disorders revisited - the critical importance of oral language [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - p.635-653.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 62-5 (May 2021) . - p.635-653
Mots-clés : Dyslexia comorbidity multiple risks reading comprehension reading disorders Index. décimale : PER Périodiques Résumé : This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders (Journal of Child Psychology and Psychiatry, 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at the cognitive, biological, and environmental levels of explanation considered. Reading disorders are highly heritable and highly comorbid with disorders of language, attention, and other learning disorders, notably mathematics disorders. The home literacy environment, reflecting gene-environment correlation, is one of several factors that promote reading development and highlight an important target for intervention. The multiple deficit view of dyslexia (Cognition, 101, 2006, 385) suggests that risks accumulate to a diagnostic threshold although categorical diagnoses tend to be unstable. Implications for assessment and intervention are discussed. En ligne : http://dx.doi.org/10.1111/jcpp.13324 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=445 Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5 / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 53-5 (May 2012)
[article]
Titre : Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5 Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Année de publication : 2012 Article en page(s) : p.593-607 Langues : Anglais (eng) Mots-clés : Reading disorders language disorders dyslexia reading comprehension impairment intervention Index. décimale : PER Périodiques Résumé : This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02495.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154
in Journal of Child Psychology and Psychiatry > 53-5 (May 2012) . - p.593-607[article] Annual Research Review: The nature and classification of reading disorders – a commentary on proposals for DSM-5 [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - 2012 . - p.593-607.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 53-5 (May 2012) . - p.593-607
Mots-clés : Reading disorders language disorders dyslexia reading comprehension impairment intervention Index. décimale : PER Périodiques Résumé : This article reviews our understanding of reading disorders in children and relates it to current proposals for their classification in DSM-5. There are two different, commonly occurring, forms of reading disorder in children which arise from different underlying language difficulties. Dyslexia (as defined in DSM-5), or decoding difficulty, refers to children who have difficulty in mastering the relationships between the spelling patterns of words and their pronunciations. These children typically read aloud inaccurately and slowly, and experience additional problems with spelling. Dyslexia appears to arise principally from a weakness in phonological (speech sound) skills, and there is good evidence that it can be ameliorated by systematic phonic teaching combined with phonological awareness training. The other major form of reading difficulty is reading comprehension impairment. These children read aloud accurately and fluently, but have difficulty understanding what they have read. Reading comprehension impairment appears to arise from weaknesses in a range of oral language skills including poor vocabulary knowledge, weak grammatical skills and difficulties in oral language comprehension. We suggest that the omission of reading comprehension impairment from DSM-5 is a serious one that should be remedied. Both dyslexia and reading comprehension impairment are dimensional in nature, and show strong continuities with other disorders of language. We argue that recognizing the continuities between reading and language disorders has important implications for assessment and treatment, and we note that the high rates of comorbidity between reading disorders and other seemingly disparate disorders (including ADHD and motor disorders) raises important challenges for understanding these disorders. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2011.02495.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154