Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Alphabets | 1 |
| Control Groups | 1 |
| Down Syndrome | 1 |
| Emergent Literacy | 1 |
| Foreign Countries | 1 |
| Genetic Disorders | 1 |
| Intervention | 1 |
| Longitudinal Studies | 1 |
| Measures (Individuals) | 1 |
| Phonemes | 1 |
| Phonological Awareness | 1 |
| More ▼ | |
Source
| Journal of Child Psychology… | 1 |
Author
| Cornish, Kim | 1 |
| Karmiloff-Smith, Annette | 1 |
| Scerif, Gaia | 1 |
| Steele, Ann | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
Audience
Location
| United Kingdom | 1 |
Laws, Policies, & Programs
Assessments and Surveys
| British Ability Scales | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkSteele, Ann; Scerif, Gaia; Cornish, Kim; Karmiloff-Smith, Annette – Journal of Child Psychology and Psychiatry, 2013
Background: In typical development, early reading is underpinned by language skills, like vocabulary and phonological awareness (PA), as well as taught skills like letter knowledge. Less is understood about how early reading develops in children with neurodevelopmental disorders who display specific profiles of linguistic strengths and weaknesses,…
Descriptors: Genetic Disorders, Vocabulary Development, Receptive Language, Control Groups
