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Direct linkDonovan, Jennifer L.; Marshall, Chlo? R. – International Journal of Disability, Development and Education, 2016
This study explores the ability of children with and without dyslexia to provide meaningful verbal self-reports of the strategies they used in a spelling recognition task. Sixty-six children aged 6 years 3 months-9 years 9 months were tested on a range of standardised measures and on an experimental spelling recognition task based on the work of…
Descriptors: Dyslexia, Spelling, Learning Strategies, Children
Peterson, Candida; Slaughter, Virginia; Moore, Chris; Wellman, Henry M. – Developmental Psychology, 2016
Consequences of theory of mind (ToM) development for daily social lives of children are uncertain. Five to 13-year-olds (N = 195) with typical development, autism, or deafness (both native and late signers) took ToM tests and their teachers reported on their social skills for peer interaction (e.g., leadership, group entry). Groups differed in…
Descriptors: Foreign Countries, Autism, Pervasive Developmental Disorders, Children
Mackie, Leila; Law, James – Emotional & Behavioural Difficulties, 2014
Previous studies have highlighted a high level of language impairment (LI) and pragmatic language disorder (PLD) amongst children with social, emotional and behavioural difficulties (SEBD). However, little is known regarding the impact of LI in the severity of PLD in this group. This study investigates the language and pragmatic language skills of…
Descriptors: Communication Skills, Males, At Risk Persons, Behavior Problems
