NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Sustained Attention, Not Procedural Learning, Is a Predictor of Reading, Language and Arithmetic Skills in Children
Peer reviewed Peer reviewed
Direct linkDirect link
West, Gillian; Shanks, David R.; Hulme, Charles – Scientific Studies of Reading, 2021
The procedural deficit hypothesis claims that impaired procedural learning is a causal risk factor for developmental dyslexia and developmental language disorder. We investigated the relationships between measures of basic cognitive processes (declarative learning, procedural learning and attention) and measures of attainment (reading, grammar and…
Descriptors: Attention Control, Learning Processes, Predictor Variables, Reading Skills
When Does Speech Sound Disorder Matter for Literacy? The Role of Disordered Speech Errors, Co-Occurring Language Impairment and Family Risk of Dyslexia
Peer reviewed Peer reviewed
Direct linkDirect link
Hayiou-Thomas, Marianna E.; Carroll, Julia M.; Leavett, Ruth; Hulme, Charles; Snowling, Margaret J. – Journal of Child Psychology and Psychiatry, 2017
Background: This study considers the role of early speech difficulties in literacy development, in the context of additional risk factors. Method: Children were identified with speech sound disorder (SSD) at the age of 3½ years, on the basis of performance on the Diagnostic Evaluation of Articulation and Phonology. Their literacy skills were…
Descriptors: Genetics, Risk, Dyslexia, Correlation
The Growth of Reading Skills in Children with Down Syndrome
Peer reviewed Peer reviewed
Direct linkDirect link
Hulme, Charles; Goetz, Kristina; Brigstocke, Sophie; Nash, Hannah M.; Lervag, Arne; Snowling, Margaret J. – Developmental Science, 2012
There appears to be a close and probably causal relationship between early variations in phoneme skills and later reading skills in typically developing children, though the pattern in children with Down Syndrome is less clear. We present the results of a 2-year longitudinal study of 49 children with Down Syndrome (DS) and 61 typically developing…
Descriptors: Phonemes, Down Syndrome, Reading Skills, Vocabulary Development
Phoneme Awareness, Visual-Verbal Paired-Associate Learning, and Rapid Automatized Naming as Predictors of Individual Differences in Reading Ability
Peer reviewed Peer reviewed
Direct linkDirect link
Warmington, Meesha; Hulme, Charles – Scientific Studies of Reading, 2012
This study examines the concurrent relationships between phoneme awareness, visual-verbal paired-associate learning, rapid automatized naming (RAN), and reading skills in 7- to 11-year-old children. Path analyses showed that visual-verbal paired-associate learning and RAN, but not phoneme awareness, were unique predictors of word recognition,…
Descriptors: Phonemes, Paired Associate Learning, Word Recognition, Reading Skills
Phoneme Awareness Is a Better Predictor of Early Reading Skill than Onset-Rime Awareness.
Peer reviewed Peer reviewed
Hulme, Charles; And Others – Journal of Experimental Child Psychology, 2002
This short-term longitudinal study examined performance of 5- and 6-year-olds in early stages of reading on three phonological awareness tasks. Findings indicated that measures of phoneme awareness were the best concurrent and longitudinal predictors of reading skill, with onset-rime skills making no additional predictive contribution once…
Descriptors: Beginning Reading, Children, Emergent Literacy, Longitudinal Studies
The Cognitive Foundations of Reading and Arithmetic Skills in 7- to 10-Year-Olds
Peer reviewed Peer reviewed
Direct linkDirect link
Durand, Marianne; Hulme, Charles; Larkin, Rebecca; Snowling, Margaret – Journal of Experimental Child Psychology, 2005
A range of possible predictors of arithmetic and reading were assessed in a large sample (N=162) of children between ages 7 years 5 months and 10 years 4 months. A confirmatory factor analysis of the predictors revealed a good fit to a model consisting of four latent variables (verbal ability, nonverbal ability, search speed, and phonological…
Descriptors: Mathematics Skills, Reading Skills, Predictor Variables, Children