NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Language and Literacy Development of Children with Williams Syndrome
Peer reviewed Peer reviewed
Direct linkDirect link
Mervis, Carolyn B. – Topics in Language Disorders, 2009
Williams syndrome is a rare neurodevelopmental disorder caused by deletion of approximately 25 genes on chromosome 7q11.23. Children with the syndrome evidence large individual differences in both broad language and reading abilities. Nevertheless, as a group, children with this syndrome show a consistent pattern characterized by relative…
Descriptors: Reading Comprehension, Phonics, Short Term Memory, Reading Ability
Developmental Differences in the Relationship between Oral Language Deficits and Reading.
Peer reviewed Peer reviewed
Snyder, Lynn S.; Downey, Doris M. – Topics in Language Disorders, 1997
Examines the influence that oral language deficits exert on children's ability to learn to read and to develop reading skills. Discusses evidence that points to deficient phonological awareness as the variable that best discriminates children with reading delay. The effects of deficit phonological awareness are described. (Author/CR)
Descriptors: Beginning Reading, Decoding (Reading), Elementary Secondary Education, Influences
From Oracy to Literacy: Changing Clinical Perceptions.
Peer reviewed Peer reviewed
Butler, Katharine G. – Topics in Language Disorders, 1999
This article provides background and current information on the emergence of recently acknowledged concepts in what has been termed the "oracy to literacy continuum" and its relevance to language specialists, including speech-language pathologists, and others. Deficits of phonological processing and the need for phonological awareness training are…
Descriptors: Early Intervention, Elementary Education, Language Acquisition, Language Impairments
Metalinguistic Skills, Oral Language Knowledge, and Reading.
Peer reviewed Peer reviewed
Menyuk, Paula; Chesnick, Marie – Topics in Language Disorders, 1997
A study of 141 children (ages 4-5) with language impairments and a study of 120 children (ages 7-12) with oral language and/or reading problems, indicate a relationship between the processing of phonological and semantactic linguistic information and performance on oral language and reading tests three years later. (Author/CR)
Descriptors: Cognitive Processes, Elementary Education, Influences, Language Impairments
Emphasizing Form and Meaning Separately in Prereading and Early Reading Instruction.
Peer reviewed Peer reviewed
van Kleeck, Anne – Topics in Language Disorders, 1995
This article proposes that meaning and form (the sound-letter correspondences) are both important in beginning reading, but that initially they should be taught separately. Support for this position is provided, and a two-stage model of preliteracy development is offered, with the first stage emphasizing meaning and the second stage emphasizing…
Descriptors: Beginning Reading, Decoding (Reading), Literacy Education, Phonics
Phonological Awareness: Implications for Whole Language and Emergent Literacy Programs.
Peer reviewed Peer reviewed
Ball, Eileen Wynne – Topics in Language Disorders, 1997
Reviews the relationship between phonological awareness and early reading. Follow-up data from a group of 38 first-grade children who had low letter-sound knowledge in kindergarten found that those who received phonological awareness intervention in kindergarten performed better than their first-grade peers on word recognition and reading decoding…
Descriptors: Beginning Reading, Decoding (Reading), Followup Studies, Intervention