Cargando…

Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5–11 Years Old

The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre‐literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical gro...

Descripción completa

Detalles Bibliográficos
Autores principales:	Helland, Turid, Morken, Frøydis
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	John Wiley and Sons Inc. 2015
Materias:	Research Articles
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5061103/ https://www.ncbi.nlm.nih.gov/pubmed/26511662 http://dx.doi.org/10.1002/dys.1515

Ejemplares similares

Children with dyslexia show cortical hyperactivation in response to increasing literacy processing demands
por: Morken, Frøydis, et al.
Publicado: (2014)

Auditive training effects from a dichotic listening app in children with dyslexia
por: Helland, Turid, et al.
Publicado: (2018)

The dynamics of narrative writing in primary grade children: writing process factors predict story quality
por: von Koss Torkildsen, Janne, et al.
Publicado: (2015)

Oral language skills and mental health in female prisoners: pragmatic skills are essential
por: Morken, Frøydis, et al.
Publicado: (2023)

Trends in Dyslexia Research during the Period 1950 to 2020—Theories, Definitions, and Publications
por: Helland, Turid
Publicado: (2022)

The Effect of Parents’ Literacy Skills and Children’s Preliteracy Skills on the Risk of Dyslexia
por: van Bergen, Elsje, et al.
Publicado: (2014)

Cognitive skills and literacy performance of Chinese adolescents with and without dyslexia
por: Chung, Kevin K. H., et al.
Publicado: (2010)

Simulation of dyslexia. How literacy and cognitive skills can help distinguish college students with dyslexia from malingerers
por: van den Boer, Madelon, et al.
Publicado: (2018)

Differences in neurocognitive aspects of dyslexia in Dutch and immigrant 6-7- and 8-9-years old children
por: Verpalen, Johanna MP, et al.
Publicado: (2015)

L1 and L2 reading skills in Dutch adolescents with a familial risk of dyslexia
por: van Setten, Ellie R.H., et al.
Publicado: (2017)

The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia
por: Hamilton, Lorna G., et al.
Publicado: (2016)

The Influence of Dyslexia Candidate Genes on Reading Skill in Old Age
por: Luciano, Michelle, et al.
Publicado: (2018)

Early and late diagnosed dyslexia in secondary school: Performance on literacy skills and cognitive correlates
por: Bazen, Loes, et al.
Publicado: (2020)

Effectiveness of parent coaching on the literacy skills of Hong Kong Chinese Children with and without dyslexia
por: Ruan, Yijun, et al.
Publicado: (2023)

Influence of cognitive abilities on literacy skills in a Korean–Japanese bilingual child with developmental dyslexia
por: Sambai, Ami, et al.
Publicado: (2022)

Cognitive and environmental predictors of early literacy skills
por: Davidse, Neeltje J., et al.
Publicado: (2010)

The Foundations of Literacy Development in Children at Familial Risk of Dyslexia
por: Hulme, Charles, et al.
Publicado: (2015)

Auditory brainstem measures and genotyping boost the prediction of literacy: A longitudinal study on early markers of dyslexia
por: Liebig, Johanna, et al.
Publicado: (2020)

Longitudinal relationships between speech perception, phonological skills and reading in children at high‐risk of dyslexia
por: Snowling, Margaret J, et al.
Publicado: (2018)

Dyslexia—Early Identification and Prevention: Highlights from the Jyväskylä Longitudinal Study of Dyslexia
por: Lyytinen, Heikki, et al.
Publicado: (2015)

Combined multi-session transcranial alternating current stimulation (tACS) and language skills training improves individual gamma band activity and literacy skills in developmental dyslexia
por: Rufener, Katharina S., et al.
Publicado: (2023)

Inventory construction to track cognitive profiles compatible with intellectual disability, ADHD, and dyslexia in children between 6 to 11 years old
por: Carreiro, L.R., et al.
Publicado: (2021)

Construct validity of international literacy measures: implications for dyslexia across cultures
por: Pamei, Gairanlu, et al.
Publicado: (2022)

Writing proficiency in English as L2 in Spanish children with dyslexia
por: Álvarez-Cañizo, Marta, et al.
Publicado: (2023)

Unveiling the Mysteries of Dyslexia—Lessons Learned from the Prospective Jyväskylä Longitudinal Study of Dyslexia
por: Lohvansuu, Kaisa, et al.
Publicado: (2021)

11.L. Workshop: Digital health literacy of schoolchildren and teachers in Germany
Publicado: (2023)

Pathways Into Literacy: The Role of Early Oral Language Abilities and Family Risk for Dyslexia
por: van Viersen, Sietske, et al.
Publicado: (2018)

The Prevalence of Dyslexia in Primary School Children and Their Chinese Literacy Assessment in Shantou, China
por: Lin, Yuhang, et al.
Publicado: (2020)

Literacy, Advocacy and Agency: The Campaign for Political Recognition of Dyslexia in Britain (1962–1997)
por: Kirby, Philip
Publicado: (2019)

Exploring children’s health literacy in the Netherlands – results in a sample of 8-11 year olds
por: Rademakers, J, et al.
Publicado: (2022)

Reading component skills in dyslexia: word recognition, comprehension and processing speed
por: de Oliveira, Darlene G., et al.
Publicado: (2014)

Predicting dyslexia using prereading skills: the role of sensorimotor and cognitive abilities
por: Carroll, Julia M., et al.
Publicado: (2015)

Longitudinal Effects of Group Music Instruction on Literacy Skills in Low-Income Children
por: Slater, Jessica, et al.
Publicado: (2014)

Patterns and Predictors of Language and Literacy Abilities 4-10 Years in the Longitudinal Study of Australian Children
por: Zubrick, Stephen R., et al.
Publicado: (2015)

A 3‐year‐old male with an extramedullary, intra‐ and extradural mass at T11‐L1
por: Sagga, Aziz, et al.
Publicado: (2023)

Patterns and predictors of adaptive skills in 2- to 7-year-old children with Down syndrome
por: Schworer, Emily K., et al.
Publicado: (2022)

Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms
por: Gooch, Debbie, et al.
Publicado: (2011)

Impact of Transcranial Direct Current Stimulation on Reading Skills of Children and Adolescents With Dyslexia
por: Rios, Débora Medeiros, et al.
Publicado: (2018)

Are the literacy difficulties that characterize developmental dyslexia associated with a failure to integrate letters and speech sounds?
por: Nash, Hannah M., et al.
Publicado: (2016)

Predictors for grade 6 reading in children at familial risk of dyslexia
por: van Setten, Ellie R. H., et al.
Publicado: (2018)

Cannot write session to /tmp/vufind_sessions/sess_bvokelc53o9dcul2pvlbb2gi4p