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Are the Literacy Difficulties That Characterize Developmental Dyslexia Associated with a Failure to Integrate Letters and Speech Sounds?
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Nash, Hannah M.; Gooch, Debbie; Hulme, Charles; Mahajan, Yatin; McArthur, Genevieve; Steinmetzger, Kurt; Snowling, Margaret J. – Developmental Science, 2017
The "automatic letter-sound integration hypothesis" (Blomert, [Blomert, L., 2011]) proposes that dyslexia results from a failure to fully integrate letters and speech sounds into automated audio-visual objects. We tested this hypothesis in a sample of English-speaking children with dyslexic difficulties (N = 13) and samples of…
Descriptors: Dyslexia, Phoneme Grapheme Correspondence, Control Groups, Diagnostic Tests
Cognitive Endophenotypes of Dyslexia
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Moll, Kristina; Loff, Ariana; Snowling, Margaret J. – Scientific Studies of Reading, 2013
The study investigated cognitive deficits associated with dyslexia and familial risk of dyslexia (endophenotypes) by comparing children from families with and without a history of dyslexia. Eighty-eight school-aged children were assessed on measures of phonology, language and rapid automatized naming. A series of regression analyses with family…
Descriptors: Dyslexia, Cognitive Ability, Neurological Impairments, Comparative Analysis
Comparing Phonological Skills and Spelling Abilities in Children with Reading and Language Impairments
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Larkin, Rebecca F.; Snowling, Margaret J. – International Journal of Language & Communication Disorders, 2008
Background: Bishop and Snowling (2004) proposed that children with language impairments (LI) and children with reading difficulties (RD) can be considered to be on a (phonological) continuum of risk for reading impairments. Aims: The first aim of the present study was to address two specific hypotheses about the relationship between RD and LI. The…
Descriptors: Reading Difficulties, Spelling, Phonetics, Phonemes
Predictors of Exception Word and Nonword Reading in Dyslexic Children: The Severity Hypothesis.
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Griffiths, Yvonne M.; Snowling, Margaret J. – Journal of Educational Psychology, 2002
Multiple regression methods were used to examine continuous variation in component reading subskills and their underlying cognitive skills within a group of 9 to 15-year-old children. Results are discussed within a connectionist framework that views the decoding deficit in dyslexia as stemming from poorly specified phonological representations.…
Descriptors: Children, Decoding (Reading), Dyslexia, Multiple Regression Analysis
Is Dyslexia a Form of Specific Language Impairment? A Comparison of Dyslexia and Language Impaired Children as Adolescents.
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Goulandris, Nata K.; Snowling, Margaret J.; Walker, Ian – Annals of Dyslexia, 2000
Two groups of adolescents with language impairment (n=87) were compared with 20 adolescents with dyslexia, 19 aged-matched controls, and 18 younger typical children. Adolescents with dyslexia only performed as well as those with persistent oral language impairments and younger controls in reading and spelling, however, their reading comprehension…
Descriptors: Adolescents, Dyslexia, Language Acquisition, Language Impairments
The Development of Grapheme-Phoneme Correspondence in Normal and Dyslexic Readers.
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Snowling, Margaret J. – Journal of Experimental Child Psychology, 1980
Examines the development of grapheme-phoneme conversion ability in normal and reading-age matched dyslexic readers. Thirty-six normal readers (mean age 9.5 years) and 18 children diagnosed dyslexic (mean age 12.1 years) served as subjects. (MP)
Descriptors: Age Differences, Auditory Perception, Comparative Analysis, Dyslexia
Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill.
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Snowling, Margaret J.; Gallagher, Alison; Frith, Uta – Child Development, 2003
Followed development of children at family risk for dyslexia from 3 years to 8 years. Found that 66 percent of high-risk group had reading disabilities at age 8 compared with only 13 percent in a control group. However, family risk of dyslexia was continuous. Interpreted findings within a model in which problems in establishing a phonological…
Descriptors: At Risk Persons, Children, Cognitive Ability, Comparative Analysis