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Auteur Charles HULME |
Documents disponibles écrits par cet auteur (21)
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The Classification of Children with Reading Difficulties / Charles HULME in Developmental Medicine & Child Neurology, 30-3 (June 1988)
[article]
Titre : The Classification of Children with Reading Difficulties Type de document : Texte imprimé et/ou numérique Auteurs : Charles HULME, Auteur ; Maggie SONOWLING, Auteur Année de publication : 1988 Article en page(s) : p.398-402 Langues : Anglais (eng) Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=128
in Developmental Medicine & Child Neurology > 30-3 (June 1988) . - p.398-402[article] The Classification of Children with Reading Difficulties [Texte imprimé et/ou numérique] / Charles HULME, Auteur ; Maggie SONOWLING, Auteur . - 1988 . - p.398-402.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 30-3 (June 1988) . - p.398-402
Index. décimale : PER Périodiques Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=128 The connection between different verbal difficulties in a backward reader / Lynette BRADLEY in Developmental Medicine & Child Neurology, 21-6 (December 1979)
[article]
Titre : The connection between different verbal difficulties in a backward reader Type de document : Texte imprimé et/ou numérique Auteurs : Lynette BRADLEY, Auteur ; Charles HULME, Auteur ; P. E. BRYANT, Auteur Année de publication : 1979 Article en page(s) : p.790-794 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : The case is reported of a body of normal intelligence who is backward in reading and had associated difficulties in verbal expression, auditory sequential memory and visual association. The major problem seemed to be an inability to recall appropriate words. To aid efficient retrieval, words of personal interest were used, which were made tangible by means of plastic script letters. Progress had been made with these methods and it is suggested that remediation may be misdirected if the primary language retrieval problem is overlooked in such cases Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502
in Developmental Medicine & Child Neurology > 21-6 (December 1979) . - p.790-794[article] The connection between different verbal difficulties in a backward reader [Texte imprimé et/ou numérique] / Lynette BRADLEY, Auteur ; Charles HULME, Auteur ; P. E. BRYANT, Auteur . - 1979 . - p.790-794.
Langues : Anglais (eng)
in Developmental Medicine & Child Neurology > 21-6 (December 1979) . - p.790-794
Index. décimale : PER Périodiques Résumé : The case is reported of a body of normal intelligence who is backward in reading and had associated difficulties in verbal expression, auditory sequential memory and visual association. The major problem seemed to be an inability to recall appropriate words. To aid efficient retrieval, words of personal interest were used, which were made tangible by means of plastic script letters. Progress had been made with these methods and it is suggested that remediation may be misdirected if the primary language retrieval problem is overlooked in such cases Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=502 The 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)
[article]
Titre : The development of executive function and language skills in the early school years Type de document : Texte imprimé et/ou numérique Auteurs : Debbie GOOCH, Auteur ; Paul THOMPSON, Auteur ; Hannah M. NASH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Article en page(s) : p.180-187 Langues : Anglais (eng) Mots-clés : Executive function language skills family risk of dyslexia language impairment longitudinal development Index. décimale : PER Périodiques Résumé : Background The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills. Method Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. Results There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. Conclusions There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour. En ligne : http://dx.doi.org/10.1111/jcpp.12458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.180-187[article] The development of executive function and language skills in the early school years [Texte imprimé et/ou numérique] / Debbie GOOCH, Auteur ; Paul THOMPSON, Auteur ; Hannah M. NASH, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - p.180-187.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 57-2 (February 2016) . - p.180-187
Mots-clés : Executive function language skills family risk of dyslexia language impairment longitudinal development Index. décimale : PER Périodiques Résumé : Background The developmental relationships between executive functions (EF) and early language skills are unclear. This study explores the longitudinal relationships between children's early EF and language skills in a sample of children with a wide range of language abilities including children at risk of dyslexia. In addition, we investigated whether these skills independently predict children's attention/behaviour skills. Method Data are presented from 243 children at four time points. Children were selected for being at risk of reading difficulties either because of a family history of dyslexia (FR; N = 90) or because of concerns regarding their language development (LI; N = 79) or as typically developing controls (TD; N = 74). The children completed tasks to assess their executive function and language skills at ages 4, 5 and 6 years. At 6 (T4) and 7 years (T5) parents and teachers rated the children's attention/behaviour skills. Results There was a strong concurrent relationship between language and EF at each assessment. Longitudinal analyses indicated a considerable degree of stability in children's language and EF skills: the influence of language on later EF skills (and vice versa) was weak and not significant in the current sample. Children's EF, but not language, skills at T3 predicted attention/behaviour ratings at T4/T5. Conclusions There is a strong concurrent association between language and EF skills during the preschool and early school years, when children with language impairment show persistent EF deficits. Latent variables measuring language and EF show high longitudinal stability with little evidence of significant or strong reciprocal influences between these constructs. EF, but not language, skills predict later ratings of children's attention and behaviour. En ligne : http://dx.doi.org/10.1111/jcpp.12458 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=280 The 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)
[article]
Titre : The efficacy of early language intervention in mainstream school settings: a randomized controlled trial Type de document : Texte imprimé et/ou numérique Auteurs : Silke FRICKE, Auteur ; Kelly BURGOYNE, Auteur ; Claudine BOWYER-CRANE, Auteur ; Maria KYRIACOU, Auteur ; Alexandra ZOSIMIDOU, Auteur ; Liam MAXWELL, Auteur ; Arne LERVAG, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur Article en page(s) : p.1141-1151 Langues : Anglais (eng) Mots-clés : Early intervention language reading RCT design education Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods We conducted a randomized controlled trial with 394 children in England, comparing a 30-week oral language intervention programme starting in nursery (N = 132) with a 20-week version of the same programme starting in Reception (N = 133). The intervention groups were compared to an untreated waiting control group (N = 129). The programmes were delivered by trained teaching assistants (TAs) working in the children's schools/nurseries. All testers were blind to group allocation. Results Both the 20- and 30-week programmes produced improvements on primary outcome measures of oral language skill compared to the untreated control group. Effect sizes were small to moderate (20-week programme: d = .21; 30-week programme: d = .30) immediately following the intervention and were maintained at follow-up 6 months later. The difference in improvement between the 20-week and 30-week programmes was not statistically significant. Neither programme produced statistically significant improvements in children's early word reading or reading comprehension skills (secondary outcome measures). Conclusions This study provides further evidence that oral language interventions can be delivered successfully by trained TAs to children with oral language difficulties in nursery and Reception classes. The methods evaluated have potentially important policy implications for early education. En ligne : http://dx.doi.org/10.1111/jcpp.12737 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.1141-1151[article] The efficacy of early language intervention in mainstream school settings: a randomized controlled trial [Texte imprimé et/ou numérique] / Silke FRICKE, Auteur ; Kelly BURGOYNE, Auteur ; Claudine BOWYER-CRANE, Auteur ; Maria KYRIACOU, Auteur ; Alexandra ZOSIMIDOU, Auteur ; Liam MAXWELL, Auteur ; Arne LERVAG, Auteur ; Margaret J. SNOWLING, Auteur ; Charles HULME, Auteur . - p.1141-1151.
Langues : Anglais (eng)
in Journal of Child Psychology and Psychiatry > 58-10 (October 2017) . - p.1141-1151
Mots-clés : Early intervention language reading RCT design education Index. décimale : PER Périodiques Résumé : Background Oral language skills are a critical foundation for literacy and more generally for educational success. The current study shows that oral language skills can be improved by providing suitable additional help to children with language difficulties in the early stages of formal education. Methods We conducted a randomized controlled trial with 394 children in England, comparing a 30-week oral language intervention programme starting in nursery (N = 132) with a 20-week version of the same programme starting in Reception (N = 133). The intervention groups were compared to an untreated waiting control group (N = 129). The programmes were delivered by trained teaching assistants (TAs) working in the children's schools/nurseries. All testers were blind to group allocation. Results Both the 20- and 30-week programmes produced improvements on primary outcome measures of oral language skill compared to the untreated control group. Effect sizes were small to moderate (20-week programme: d = .21; 30-week programme: d = .30) immediately following the intervention and were maintained at follow-up 6 months later. The difference in improvement between the 20-week and 30-week programmes was not statistically significant. Neither programme produced statistically significant improvements in children's early word reading or reading comprehension skills (secondary outcome measures). Conclusions This study provides further evidence that oral language interventions can be delivered successfully by trained TAs to children with oral language difficulties in nursery and Reception classes. The methods evaluated have potentially important policy implications for early education. En ligne : http://dx.doi.org/10.1111/jcpp.12737 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=321 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)
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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)
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