The Relationship between Oral and Written Language

Supple, Marie de Montfort

doi:10.1159/000021467

Cited by 6 publications

(1 citation statement)

References 48 publications

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“…In this disorder, a deficit in phonological processing contributes to deficits in reading decoding, while deficits in syntax, semantics, vocabulary, and reading decoding largely account for failure in reading comprehension [1,[15][16][17]. Reading deficits, in turn, profoundly negatively impact vocabulary, verbal fluency, spelling, and general knowledge development [18].…”

Section: Husmentioning

confidence: 99%

Early Reading for Low-SES Minority Language Children: An Attempt to ‘Catch Them before They Fall’

Hus¹

2001

Folia Phoniatr Logop

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Minority language and low socioeconomic status (SES) students are at high risk for language and learning disabilities. In an attempt to ‘catch them before they fall’, an early reading project was initiated in four kindergarten classes, in a low-SES bilingual school (English/French as a second language), where minority language children form a majority. The project included: (1) teaching reading and writing to kindergarten students, and outcome research: individual pre- and post-treatment assessment using a computer software to measure phonological processing and decoding skills; (2) reading testing of grade 1 students, graduates of traditional kindergartens with no explicit reading instruction programs. Statistical analyses of the pre- and post-tests showed that in only 9 weeks the kindergarten students were able to learn phonological skills critical to the reading process. By contrast, a significant number of the grade 1 students, all graduates of a traditional kindergarten, showed serious reading lags on a group reading test, indicating that early reading instruction is justifiable for this high-risk student population.

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Section: Husmentioning

confidence: 99%

Early Reading for Low-SES Minority Language Children: An Attempt to ‘Catch Them before They Fall’

Hus¹

2001

Folia Phoniatr Logop

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No solid empirical evidence for the solid (serial order learning impairment) hypothesis of dyslexia.

Staels¹,

Broeck²

2015

Journal of Experimental Psychology: Learning, Memory, and Cogni

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This article reports on 2 studies that attempted to replicate the findings of a study by Szmalec, Loncke, Page, and Duyck (2011) on Hebb repetition learning in dyslexic individuals, from which these authors concluded that dyslexics suffer from a deficit in long-term learning of serial order information. In 2 experiments, 1 on adolescents (N = 59) and 1 on children (N = 57), no empirical evidence was obtained for impaired Hebb learning in dyslexics, whether the same data-analytical procedure as Szmalec et al. was used or whether some methodological improvements were applied (e.g., using a more sensitive index of Hebb learning, and equating groups on filler performance with state trace analysis). In an additional state trace analysis, aggregating data over participants, it was shown that performance on the repeated Hebb sequences was almost perfectly predictable from performance on the nonrepeated sequences (fillers). The implications of these findings are outlined for the current discussion on the mechanisms for encoding immediate serial recall and long-term sequence learning and for computational models attempting to simulate these mechanisms.

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Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance

Flanagan

Alfonso

Ortiz

et al. 2013

Oxford Handbooks Online

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The Relationship between Oral and Written Language

Cited by 6 publications

References 48 publications

Early Reading for Low-SES Minority Language Children: An Attempt to ‘Catch Them before They Fall’

Early Reading for Low-SES Minority Language Children: An Attempt to ‘Catch Them before They Fall’

No solid empirical evidence for the solid (serial order learning impairment) hypothesis of dyslexia.

Cognitive Assessment: Progress in Psychometric Theories of Intelligence, the Structure of Cognitive Ability Tests, and Interpretive Approaches to Cognitive Test Performance

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