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ERIC Number: EJ990191
Record Type: Journal
Publication Date: 2012
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1368-2822
Interventions for Children's Language and Literacy Difficulties
Snowling, Margaret J.; Hulme, Charles
International Journal of Language & Communication Disorders, v47 n1 p27-34 Jan-Feb 2012
Against a backdrop of research on individual differences in reading disorders, this review considers a range of effective interventions to promote reading and language skills evaluated by our group. The review begins by contrasting the reading profiles seen in dyslexia and reading comprehension impairment and then argues that different interventions will be required. It is well established that effective interventions for decoding deficits (dyslexia) involve work on letter-sound knowledge, phonological awareness and reading practice to reinforce emergent skills. In contrast, effective interventions for reading comprehension difficulties involve training to promote oral language skills and text comprehension strategies. Together the findings of controlled trials provide a robust evidence base that can be used to devise plans for the management of pre-school and school-aged children with language learning difficulties. (Contains 2 tables and 1 figure.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A