Margaret Snowling
Datos Biográficos
| ID | 1660604 |
|---|---|
| NOMBRE | Margaret Snowling |
| NOMBRES | Margaret |
| APELLIDO | Snowling |
| FIRMA | SNOWLING M |
| AFILIACIONES | University of Oxford |
| ORCID | 0000-0003-0836-3861 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 40 |
| TOTAL DE CITAS | 154 |
| TOTAL COMO AUTOR | 40 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1981 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 5 |
Dyslexia with and without developmental language disorder
The characterization of dyslexia as a language learning impairment can be traced back to Samuel Orton who in 1937 wrote that ‘strephosymbolia’ (his term for the condition) was due to an impairment of the ‘language faculty’. Some 40 years later, Vellutino (Theory and research, 1979) published his classic text, Dyslexia: Theory and Research in which he argued that dyslexia could be characterized as a verbal processing deficit. However, in more rece…
The Nuffield Early Language Intervention (Neli) programme is associated with lasting improvements in children's language and reading skills
BACKGROUND: Oral language skills are a critical foundation for education and psychosocial development. Learning to read, in particular, depends heavily on oral language skills. The Nuffield Early Language Intervention (NELI) has been shown to improve the language of 4-5-year-old children entering school with language weaknesses in four robust trials. To date, however, there is limited evidence on the durability of the gains produced by the interv…
Toward a consensus on dyslexia
BACKGROUND: Dyslexia is one of the most common neurodevelopmental disorders. There have been many definitions over the past century, and debate continues as to how dyslexia should be defined. This debate contributes to confusion and misinformation. We move beyond the debate by establishing areas of consensus among a wide range of experts. METHODS: We conducted a Delphi study with a panel of dyslexia experts, including academics, specialist teache…
Learning Variability Network Exchange (Levante)
Despite the ubiquity of variation in child development within individuals, across groups, and across tasks, timescales, and contexts, dominant methods in developmental science and education research still favor group averages, short snapshots of time, and single environments. The Learning Variability Network Exchange (LEVANTE) is a framework designed to enable coordinated data collection by research teams worldwide, with the goal of measuring var…
Do we really need a new definition of dyslexia? A commentary
We provide a commentary on current debates about the definition of dyslexia. We agree with others that dyslexia is best thought of as a dimensional disorder with the best established causal risk factor being a deficit in phonological processing. Dyslexia is particularly common in children from families with a history of dyslexia and in children with preschool language difficulties. We argue that definitions may differ depending upon their purpose…
Home learning environments and children’s language and literacy skills
06). Published studies showed significantly larger associations than unpublished studies, and countries with greater income inequality showed a larger association than relatively egalitarian societies. We conclude that the small overall association should not be taken as support for the absence of, or a vanishingly small relationship between the home learning environment and children's language and literacy skills in LMI countries. Rather, an imp…
Scaling up early language intervention in educational settings
Objective: To report how improvements on a Brazilian language intervention for early childhood education settings (PROLIN) were made and evaluated.\n\nStudy Design: In the first phase, the programme layout and materials were improved. This involved redesigning the guidelines for the programme, adding videos (using a learning management system) and creating an observation checklist to monitor the fidelity of implementation. The second phase was a …
Language and reading impairments are associated with increased prevalence of non-right-handedness
Handedness has been studied for association with language-related disorders because of its link with language hemispheric dominance. No clear pattern has emerged, possibly because of small samples, publication bias, and heterogeneous criteria across studies. Non-right-handedness (NRH) frequency was assessed in N = 2503 cases with reading and/or language impairment and N = 4316 sex-matched controls identified from 10 distinct cohorts (age range 6–…
Delivering language intervention at scale
Background There is now substantial evidence that language interventions delivered to small groups can be effective for improving language skills and hence strengthening the foundation for formal schooling. However, there are remaining challenges when delivering such interventions in naturalistic environments at scale. Method We reflect on three randomised trials designed to evaluate the impact of an early years language programme, prior to the i…
Early language intervention improves behavioral adjustment in school
Preschool phonological, morphological and semantic skills explain it all
Background There is increasing recognition of the contribution of morphological skills to the development of reading fluency. However, theoretical models and recent research raise questions about how different language skills influence reading development. Methods The present study was designed to follow the reading development of a large sample of Norwegian children ( N = 323) from preschool to Grade 9, assessing their performance on a wide rang…
Shared storybook reading with children at family risk of dyslexia
Background Shared storybook reading is an important context for language learning and often constitutes young children's first encounter with the printed word. The quality of early shared reading interactions is a known predictor of language and reading development, but few studies have examined these interactions in children at family risk of dyslexia. Methods This exploratory study describes the quality of shared storybook reading between mothe…
Early language screening and intervention can be delivered successfully at scale
BACKGROUND: It is well established that oral language skills provide a critical foundation for formal education. This study evaluated the effectiveness of the Nuffield Early Language Intervention (NELI) programme in ameliorating language difficulties in the first year of school when delivered at scale. METHODS: We conducted a cluster randomized controlled trial (RCT) in 193 primary schools (containing 238 Reception classrooms). Schools were rando…
Annual Research Review
This paper discusses research on reading disorders during the period since their classification within the overarching category of neurodevelopmental disorders ( Journal of Child Psychology and Psychiatry , 53, 2012, 593). Following a review of the predictors of learning to read across languages, and the role of language skills as critical foundations for literacy, profiles of reading disorders are discussed and putative causal risk factors at th…
The effects of reading and language intervention on literacy skills in children in a remote community
The Problem of Dyslexia
PERCY F. – a well grown lad, aged 14 – is the eldest son of intelligent parents, the second child of a family of seven. He has always been a bright and intelligent boy, quick at games, and in no wa
Defining and understanding dyslexia
Dyslexia is a difficulty in learning to decode (read aloud) and to spell. DSM5 classifies dyslexia as one form of neurodevelopmental disorder. Neurodevelopmental disorders are heritable, life-long conditions with early onset. For many years, research on dyslexia proceeded on the basis that it was a specific learning difficulty - specific meaning that the difficulty could not be explained in terms of obvious causes such as sensory problems or gene…
The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development
The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describin…
Phase 2 of Catalise
Background Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods The Delphi method is an iterative process in which an initial set of statements is rated …
Catalise
Delayed or impaired language development is a common developmental concern, yet there is little agreement about the criteria used to identify and classify language impairments in children. Children's language difficulties are at the interface between education, medicine and the allied professions, who may all adopt different approaches to conceptualising them. Our goal in this study was to use an online Delphi technique to see whether it was poss…
The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia
The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia (n = 116) and children with no known risk (n = 72). Developmental re…
Oral language deficits in familial dyslexia
This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, ph…
Bilingualism and Biliteracy in Down Syndrome
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of…
Children's reading impairments
This paper outlines the nature and characteristics of children's reading disorders and considers current ideas about the definitions of dyslexia and reading comprehension impairment. We argue that reading skills show continuous variations within the population, making the diagnostic “cut‐offs” used in the identification of reading disorders essentially arbitrary. We argue that there is a considerable overlap between children's reading and languag…
The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read
There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improve…
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlie…
Developmental Dyslexia and Specific Language Impairment
Developmental dyslexia and specific language impairment (SLI) were for many years treated as distinct disorders but are now often regarded as different manifestations of the same underlying problem, differing only in severity or developmental stage. The merging of these categories has been motivated by the reconceptualization of dyslexia as a language disorder in which phonological processing is deficient. The authors argue that this focus undere…
The development of phonological awareness in preschool children
A short-term longitudinal study was carried out on a group of 67 preschool children. At three points in time over a 12-month period, the children were given tests measuring their syllable, rime, and phoneme awareness, speech and language skills, and letter knowledge. In general, children's rime skills developed earlier than their phoneme skills. Structural equation models showed that articulatory skills and syllable and rime awareness predicted l…
Assessing reading difficulties
Background. Accurate assessment of reading difficulties is clearly important if appropriate support and remediation is to be provided. Many different reading tests are routinely used yet it is not clear to what extent different tests tap the same underlying skills.Aims. The nature of the relationships between different tests of reading accuracy, reading comprehension and linguistic comprehension is investigated in this paper.Samples, Methods and …
Concurrent and Longitudinal Predictors of Reading
S The relationship between phonological awareness, short‐term memory, grammatical awareness, and reading accuracy was investigated in a follow‐up study of 34 9‐year‐olds originally studied as preschoolers. The best concurrent predictor set for reading accuracy at age 9 was grammatic knowledge, phoneme awareness, and speech rate, which together explained nearly 90% of the variance in reading skill. Phoneme deletion, nonword repetition, and letter …
Bilingualism and Biliteracy in Down Syndrome
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of…
The role of sound, shape and orthographic cues in early reading
In the present experiment the ability of young children to read texts distorted so as to reduce sound, shape or orthographic cues was observed. Good readers, with reading ages beyond seven years, found texts in which orthographic cues were reduced more difficult to read than texts in which sound or shape cues were reduced. Poorer readers were not differentially affected by the different distortions. The results support Gibson & Levin's (1975) con…
The role of sound, shape and orthographic cues in early reading
In the present experiment the ability of young children to read texts distorted so as to reduce sound, shape or orthographic cues was observed. Good readers, with reading ages beyond seven years, found texts in which orthographic cues were reduced more difficult to read than texts in which sound or shape cues were reduced. Poorer readers were not differentially affected by the different distortions. The results support Gibson & Levin's (1975) con…
The Nonword Reading Deficit in Developmental Dyslexia
Learning to Read and Making Connections
Assessing reading difficulties
Background. Accurate assessment of reading difficulties is clearly important if appropriate support and remediation is to be provided. Many different reading tests are routinely used yet it is not clear to what extent different tests tap the same underlying skills.Aims. The nature of the relationships between different tests of reading accuracy, reading comprehension and linguistic comprehension is investigated in this paper.Samples, Methods and …
Semantic Processing and the Development of Word-Recognition Skills
Concurrent and Longitudinal Predictors of Reading
S The relationship between phonological awareness, short‐term memory, grammatical awareness, and reading accuracy was investigated in a follow‐up study of 34 9‐year‐olds originally studied as preschoolers. The best concurrent predictor set for reading accuracy at age 9 was grammatic knowledge, phoneme awareness, and speech rate, which together explained nearly 90% of the variance in reading skill. Phoneme deletion, nonword repetition, and letter …
Is dyslexia a form of specific language impairment? a comparison of dyslexic and language impaired children as adolescents
The Foundations of Spelling Ability
The development of phonological awareness in preschool children
A short-term longitudinal study was carried out on a group of 67 preschool children. At three points in time over a 12-month period, the children were given tests measuring their syllable, rime, and phoneme awareness, speech and language skills, and letter knowledge. In general, children's rime skills developed earlier than their phoneme skills. Structural equation models showed that articulatory skills and syllable and rime awareness predicted l…
Specific reading disability (dyslexia)
We summarize some of the most important findings from research evaluating the hypothesized causes of specific reading disability (‘dyslexia’) over the past four decades. After outlining components of reading ability, we discuss manifest causes of reading difficulties, in terms of deficiencies in component reading skills that might lead to such difficulties. The evidence suggests that inadequate facility in word identification due, in most cases, …
Beyond phonological skills
This paper reports a study that followed the development of reading skills in 72 children from the age of 8.5 to 13 years. Each child was administered tests of reading, oral language, phonological skills and nonverbal ability at time 1 and their performance on tests of reading comprehension, word recognition, nonword decoding and exception word reading was assessed at time 2. In addition to phonological skills, three measures of non‐phonological …
Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development
The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word recognition and reading comprehension. Word recognition skills were consistently predicted by earlie…
Developmental Dyslexia and Specific Language Impairment
Developmental dyslexia and specific language impairment (SLI) were for many years treated as distinct disorders but are now often regarded as different manifestations of the same underlying problem, differing only in severity or developmental stage. The merging of these categories has been motivated by the reconceptualization of dyslexia as a language disorder in which phonological processing is deficient. The authors argue that this focus undere…
Production of the English past tense by children with language comprehension impairments
Three experiments investigated the ability of eight-year old children with poor language comprehension to produce past tense forms of verbs. Twenty children selected as poor comprehenders were compared to 20 age-matched control children. Although the poor comprehenders performed less well than controls on a range of tasks considered to tap verbal-semantic abilities, the two groups showed equivalent phonological skills. Poor comprehenders performe…
Samuel Torrey Orton award to Margaret J. Snowling
The Causal Role of Phoneme Awareness and Letter-Sound Knowledge in Learning to Read
There is good evidence that phoneme awareness and letter-sound knowledge are reliable longitudinal predictors of learning to read, though whether they have a causal effect remains uncertain. In this article, we present the results of a mediation analysis using data from a previous large-scale intervention study. We found that a phonology and reading intervention that taught letter-sound knowledge and phoneme awareness produced significant improve…
Children's reading impairments
This paper outlines the nature and characteristics of children's reading disorders and considers current ideas about the definitions of dyslexia and reading comprehension impairment. We argue that reading skills show continuous variations within the population, making the diagnostic “cut‐offs” used in the identification of reading disorders essentially arbitrary. We argue that there is a considerable overlap between children's reading and languag…
Catalise
Delayed or impaired language development is a common developmental concern, yet there is little agreement about the criteria used to identify and classify language impairments in children. Children's language difficulties are at the interface between education, medicine and the allied professions, who may all adopt different approaches to conceptualising them. Our goal in this study was to use an online Delphi technique to see whether it was poss…
The Home Literacy Environment as a Predictor of the Early Literacy Development of Children at Family-Risk of Dyslexia
The home literacy environment (HLE) predicts language and reading development in typically developing children; relatively little is known about its association with literacy development in children at family-risk of dyslexia. We assessed the HLE at age 4 years, precursor literacy skills at age 5, and literacy outcomes at age 6, in a sample of children at family-risk of dyslexia (n = 116) and children with no known risk (n = 72). Developmental re…
Oral language deficits in familial dyslexia
This article reviews 95 publications (based on 21 independent samples) that have examined children at family risk of reading disorders. We report that children at family risk of dyslexia experience delayed language development as infants and toddlers. In the preschool period, they have significant difficulties in phonological processes as well as with broader language skills and in acquiring the foundations of decoding skill (letter knowledge, ph…
Bilingualism and Biliteracy in Down Syndrome
We present the case study of MB-a bilingual child with Down syndrome (DS) who speaks Russian (first language [L1]) and English (second language [L2]) and has learned to read in two different alphabets with different symbol systems. We demonstrate that, in terms of oral language, MB is as proficient in Russian as English, with a mild advantage for reading in English, her language of formal instruction. MB's L1 abilities were compared with those of…
The Home Literacy Environment Is a Correlate, but Perhaps Not a Cause, of Variations in Children’s Language and Literacy Development
The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describin…
Phase 2 of Catalise
Background Lack of agreement about criteria and terminology for children's language problems affects access to services as well as hindering research and practice. We report the second phase of a study using an online Delphi method to address these issues. In the first phase, we focused on criteria for language disorder. Here we consider terminology. Methods The Delphi method is an iterative process in which an initial set of statements is rated …
The effects of reading and language intervention on literacy skills in children in a remote community
The Problem of Dyslexia
PERCY F. – a well grown lad, aged 14 – is the eldest son of intelligent parents, the second child of a family of seven. He has always been a bright and intelligent boy, quick at games, and in no wa
Psychology (37 obras) · Reading and Literacy Development (30 obras) · Linguistics (29 obras) · Language Development and Disorders (25 obras) · Developmental psychology (23 obras) · Reading (process) (21 obras) · Cognitive psychology (18 obras) · Dyslexia (17 obras) · Pedagogy (13 obras) · Cognitive and developmental aspects of mathematical skills (12 obras)