Children at family risk of dyslexia: a follow-up in early adolescence / Margaret J. SNOWLING in Journal of Child Psychology and Psychiatry, 48-6 (June 2007)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 48-6 (June 2007) . - p.609–618 Titre : Children at family risk of dyslexia: a follow-up in early adolescence Type de document : Texte imprimé et/ou numérique Auteurs : Margaret J. SNOWLING, Auteur ; Julia M. CARROLL, Auteur ; Valerie MUTER, Auteur Année de publication : 2007 Article en page(s) : p.609–618 Langues : Anglais (eng) Mots-clés : Dyslexia reading-difficulties risk-factors environment adolescence Index. décimale : PER Périodiques Résumé : This study is the follow-up in early adolescence of children born to families with a history of dyslexia (Gallagher, Frith, & Snowling, 2000). Methods: Fifty young people with a family history of dyslexia and 20 young people from control families were assessed at 12–13 years on a battery of tests of literacy and language skills, and they completed questionnaires tapping self-perception and print exposure. One parent from each family participated in an interview documenting family circumstances (including family literacy) and a range of environmental variables considered likely correlates of reading disability. They also rated their child's behavioural and emotional adjustment and their own health and well-being. Parental literacy levels were also measured. Results: Forty-two per cent of the ‘at-risk’ sample had reading and spelling impairments. A significant proportion of the literacy-impaired group were affected by behavioural and emotional difficulties, although they were not low in terms of global self-esteem. The children in the at-risk subgroup who did not fulfil criteria for literacy impairment showed weak orthographic skills in adolescence and their reading was not fluent. There were no differences in the literacy levels or activities of the parents of impaired and unimpaired at-risk children, and no significant correlation between parent and child reading levels in the at-risk group. The impaired group read less than the other groups, their reading difficulties impacted learning at school and there was evidence that they also had an impact on family life and maternal well-being. Conclusions: The literacy difficulties of children at family-risk of dyslexia were longstanding and there was no evidence of catch-up in these skills between 8 and 13 years. The findings point to the role of gene–environment correlation in the determination of dyslexia. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01725.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103 [article] Children at family risk of dyslexia: a follow-up in early adolescence [Texte imprimé et/ou numérique] / Margaret J. SNOWLING, Auteur ; Julia M. CARROLL, Auteur ; Valerie MUTER, Auteur . - 2007 . - p.609–618. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 48-6 (June 2007) . - p.609–618 Mots-clés : Dyslexia reading-difficulties risk-factors environment adolescence Index. décimale : PER Périodiques Résumé : This study is the follow-up in early adolescence of children born to families with a history of dyslexia (Gallagher, Frith, & Snowling, 2000). Methods: Fifty young people with a family history of dyslexia and 20 young people from control families were assessed at 12–13 years on a battery of tests of literacy and language skills, and they completed questionnaires tapping self-perception and print exposure. One parent from each family participated in an interview documenting family circumstances (including family literacy) and a range of environmental variables considered likely correlates of reading disability. They also rated their child's behavioural and emotional adjustment and their own health and well-being. Parental literacy levels were also measured. Results: Forty-two per cent of the ‘at-risk’ sample had reading and spelling impairments. A significant proportion of the literacy-impaired group were affected by behavioural and emotional difficulties, although they were not low in terms of global self-esteem. The children in the at-risk subgroup who did not fulfil criteria for literacy impairment showed weak orthographic skills in adolescence and their reading was not fluent. There were no differences in the literacy levels or activities of the parents of impaired and unimpaired at-risk children, and no significant correlation between parent and child reading levels in the at-risk group. The impaired group read less than the other groups, their reading difficulties impacted learning at school and there was evidence that they also had an impact on family life and maternal well-being. Conclusions: The literacy difficulties of children at family-risk of dyslexia were longstanding and there was no evidence of catch-up in these skills between 8 and 13 years. The findings point to the role of gene–environment correlation in the determination of dyslexia. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2006.01725.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=103

Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial / Peter J. HATCHER in Journal of Child Psychology and Psychiatry, 47-8 (August 2006)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.820–827 Titre : Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Peter J. HATCHER, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Janet HATCHER, Auteur ; Simon GIBBS, Auteur ; Glynnis SMITH, Auteur ; Claudine BOWYER-CRANE, Auteur Année de publication : 2006 Article en page(s) : p.820–827 Langues : Anglais (eng) Mots-clés : Reading-intervention remedial-teaching reading-difficulties randomised-controlled-trial Index. décimale : PER Périodiques Résumé : Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=768 [article] Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial [Texte imprimé et/ou numérique] / Peter J. HATCHER, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Janet HATCHER, Auteur ; Simon GIBBS, Auteur ; Glynnis SMITH, Auteur ; Claudine BOWYER-CRANE, Auteur . - 2006 . - p.820–827. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 47-8 (August 2006) . - p.820–827 Mots-clés : Reading-intervention remedial-teaching reading-difficulties randomised-controlled-trial Index. décimale : PER Périodiques Résumé : Background: This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes. Methods: A sample (N = 77) of children drawn from 14 schools representing those with the weakest reading skills were randomly allocated to one of two groups. A 20-week intervention group received the intervention for two consecutive 10-week periods, while a 10-week intervention group only received the intervention for the second 10 weeks of the study. The programme was delivered in daily 20-minute sessions that alternated between small group (N = 3) and individual teaching. The programme combined phoneme awareness training, word and text reading, and phonological linkage exercises. Results: The children receiving the intervention during the first 10-week period made significantly more progress on measures of letter knowledge, single word reading, and phoneme awareness than children not receiving the intervention. However, the children who only received the intervention during the second 10-week period made rapid progress and appeared to catch up with the children who had been given the more prolonged intervention. Failure to respond to the intervention was predicted by poor initial literacy skills and being in receipt of free school meals. Conclusion: A reading intervention programme delivered on a daily basis by trained teaching assistants is an effective intervention for children who show reading delays at the end of their first year in school. However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2005.01559.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=768

Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention / Claudine BOWYER-CRANE in Journal of Child Psychology and Psychiatry, 49-4 (April 2008)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.422-432 Titre : Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention Type de document : Texte imprimé et/ou numérique Auteurs : Claudine BOWYER-CRANE, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Fiona J. DUFF, Auteur ; Elizabeth FIELDSEND, Auteur ; Kristina GOTZ, Auteur Année de publication : 2008 Article en page(s) : p.422-432 Langues : Anglais (eng) Mots-clés : Early-intervention oral-language phonological-awareness early-literacy RCT Index. décimale : PER Périodiques Résumé : Background: This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry. Methods: Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily intervention alternating between small group and individual sessions, delivered by trained teaching assistants. Children in the P + R group received training in letter-sound knowledge, phonological awareness and book level reading skills. Children in the OL group received instruction in vocabulary, comprehension, inference generation and narrative skills. The children's progress was monitored at four time points: pre-, mid- and post-intervention, and after a 5-month delay, using measures of literacy, language and phonological awareness. Results: The data are clustered (children within schools) and robust confidence intervals are reported. At the end of the 20-week intervention programme, children in the P + R group showed an advantage over the OL group on literacy and phonological measures, while children in the OL group showed an advantage over the P + R group on measures of vocabulary and grammatical skills. These gains were maintained over a 5-month period. Conclusions: Intervention programmes designed to develop oral language skills can be delivered successfully by trained teaching assistants to children at school entry. Training using P + R fostered decoding ability whereas the OL programme improved vocabulary and grammatical skills that are foundations for reading comprehension. However, at the end of the intervention, more than 50% of at-risk children remain in need of literacy support. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01849.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339 [article] Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention [Texte imprimé et/ou numérique] / Claudine BOWYER-CRANE, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur ; Jeremy N.V. MILES, Auteur ; Julia M. CARROLL, Auteur ; Fiona J. DUFF, Auteur ; Elizabeth FIELDSEND, Auteur ; Kristina GOTZ, Auteur . - 2008 . - p.422-432. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 49-4 (April 2008) . - p.422-432 Mots-clés : Early-intervention oral-language phonological-awareness early-literacy RCT Index. décimale : PER Périodiques Résumé : Background: This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry. Methods: Following screening of 960 children, 152 children (mean age 4;09) were selected from 19 schools on the basis of poor vocabulary and verbal reasoning skills and randomly allocated to either the P + R programme or the OL programme. Both groups of children received 20 weeks of daily intervention alternating between small group and individual sessions, delivered by trained teaching assistants. Children in the P + R group received training in letter-sound knowledge, phonological awareness and book level reading skills. Children in the OL group received instruction in vocabulary, comprehension, inference generation and narrative skills. The children's progress was monitored at four time points: pre-, mid- and post-intervention, and after a 5-month delay, using measures of literacy, language and phonological awareness. Results: The data are clustered (children within schools) and robust confidence intervals are reported. At the end of the 20-week intervention programme, children in the P + R group showed an advantage over the OL group on literacy and phonological measures, while children in the OL group showed an advantage over the P + R group on measures of vocabulary and grammatical skills. These gains were maintained over a 5-month period. Conclusions: Intervention programmes designed to develop oral language skills can be delivered successfully by trained teaching assistants to children at school entry. Training using P + R fostered decoding ability whereas the OL programme improved vocabulary and grammatical skills that are foundations for reading comprehension. However, at the end of the intervention, more than 50% of at-risk children remain in need of literacy support. En ligne : http://dx.doi.org/10.1111/j.1469-7610.2007.01849.x Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=339

Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities / Julia M. CARROLL in Journal of Child Psychology and Psychiatry, 57-6 (June 2016)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 57-6 (June 2016) . - p.750-758 Titre : Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities Type de document : Texte imprimé et/ou numérique Auteurs : Julia M. CARROLL, Auteur ; Jonathan SOLITY, Auteur ; Laura R. SHAPIRO, Auteur Article en page(s) : p.750-758 Langues : Anglais (eng) Mots-clés : Dyslexia  educational attainment  longitudinal studies  prediction  phonological processing Index. décimale : PER Périodiques Résumé : Background It is well established that phonological awareness, print knowledge and rapid naming predict later reading difficulties. However, additional auditory, visual and motor difficulties have also been observed in dyslexic children. It is examined to what extent these difficulties can be used to predict later literacy difficulties. Method An unselected sample of 267 children at school entry completed a wide battery of tasks associated with dyslexia. Their reading was tested 2, 3 and 4 years later and poor readers were identified (n = 42). Logistic regression and multiple case study approaches were used to examine the predictive validity of different tasks. Results As expected, print knowledge, verbal short-term memory, phonological awareness and rapid naming were good predictors of later poor reading. Deficits in visual search and in auditory processing were also present in a large minority of the poor readers. Almost all poor readers showed deficits in at least one area at school entry, but there was no single deficit that characterised the majority of poor readers. Conclusions Results are in line with Pennington's () multiple deficits view of dyslexia. They indicate that the causes of poor reading outcome are multiple, interacting and probabilistic, rather than deterministic. En ligne : http://dx.doi.org/10.1111/jcpp.12488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289 [article] Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities [Texte imprimé et/ou numérique] / Julia M. CARROLL, Auteur ; Jonathan SOLITY, Auteur ; Laura R. SHAPIRO, Auteur . - p.750-758. Langues : Anglais (eng) in Journal of Child Psychology and Psychiatry > 57-6 (June 2016) . - p.750-758 Mots-clés : Dyslexia  educational attainment  longitudinal studies  prediction  phonological processing Index. décimale : PER Périodiques Résumé : Background It is well established that phonological awareness, print knowledge and rapid naming predict later reading difficulties. However, additional auditory, visual and motor difficulties have also been observed in dyslexic children. It is examined to what extent these difficulties can be used to predict later literacy difficulties. Method An unselected sample of 267 children at school entry completed a wide battery of tasks associated with dyslexia. Their reading was tested 2, 3 and 4 years later and poor readers were identified (n = 42). Logistic regression and multiple case study approaches were used to examine the predictive validity of different tasks. Results As expected, print knowledge, verbal short-term memory, phonological awareness and rapid naming were good predictors of later poor reading. Deficits in visual search and in auditory processing were also present in a large minority of the poor readers. Almost all poor readers showed deficits in at least one area at school entry, but there was no single deficit that characterised the majority of poor readers. Conclusions Results are in line with Pennington's () multiple deficits view of dyslexia. They indicate that the causes of poor reading outcome are multiple, interacting and probabilistic, rather than deterministic. En ligne : http://dx.doi.org/10.1111/jcpp.12488 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=289

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)  

Public ISBD [article]  inJournal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.197-205 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 [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

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