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Language Profiles and Literacy Outcomes of Children with Resolving, Emerging, or Persisting Language Impairments
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Snowling, Margaret J.; Duff, Fiona J.; Nash, Hannah M.; Hulme, Charles – Journal of Child Psychology and Psychiatry, 2016
Background: Children with language impairment (LI) show heterogeneity in development. We tracked children from pre-school to middle childhood to characterize three developmental trajectories: resolving, persisting and emerging LI. Methods: We analyzed data from children identified as having preschool LI, or being at family risk of dyslexia,…
Descriptors: Language Impairments, Child Development, Developmental Stages, At Risk Persons
Reading Skills of Students with Speech Sound Disorders at Three Stages of Literacy Development
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Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M. – Language, Speech, and Hearing Services in Schools, 2013
Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…
Descriptors: Phonological Awareness, Reading Skills, Language Skills, Vocabulary
Shifting Gears: Coping Flexibility in Children with and without ADHD
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Babb, Kimberley A.; Levine, Linda J.; Arseneault, Jaime M. – International Journal of Behavioral Development, 2010
This study examined developmental differences in, and cognitive bases of, coping flexibility in children with and without ADHD. Younger (age 7 to 8) and older (age 10 to 11) children with and without ADHD (N = 80) responded to hypothetical vignettes about problematic interactions with peers that shifted from controllable to uncontrollable over…
Descriptors: Attention Deficit Hyperactivity Disorder, Developmental Stages, Cognitive Development, Comparative Analysis