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Duff, Fiona J.; Hulme, Charles; Grainger, Katy; Hardwick, Samantha J.; Miles, Jeremy N. V.; Snowling, Margaret J. – Journal of Child Psychology and Psychiatry, 2014
Background: Intervention studies for children at risk of dyslexia have typically been delivered preschool, and show short-term effects on letter knowledge and phoneme awareness, with little transfer to literacy. Methods: This randomised controlled trial evaluated the effectiveness of a reading and language intervention for 6-year-old children…
Descriptors: Intervention, Children, At Risk Persons, Dyslexia
Duff, Fiona J.; Clarke, Paula J. – Journal of Child Psychology and Psychiatry, 2011
Background: Two developmental reading disorders, dyslexia and reading comprehension impairment, are identified by different behavioural characteristics and traced back to different underlying cognitive impairments. Thus, reading interventions designed to address each of these reading disorders differ in content. Method: This review summarises the…
Descriptors: Evidence, Reading Comprehension, Reading Difficulties, Dyslexia
Snowling, Margaret J.; Hulme, Charles – Journal of Child Psychology and Psychiatry, 2012
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…
Descriptors: Phonology, Reading Comprehension, Reading Difficulties, Spelling
Heath, Steve M.; Hogben, John H. – Journal of Child Psychology and Psychiatry, 2004
Background: Claims that children with reading and oral language deficits have impaired perception of sequential sounds are usually based on psychophysical measures of auditory temporal processing (ATP) designed to characterise group performance. If we are to use these measures (e.g., the Tallal, 1980, Repetition Test) as the basis for intervention…
Descriptors: Reading Difficulties, Oral Language, Dyslexia, Construct Validity