Margaret J Snowling
Datos Biográficos
| ID | 1661431 |
|---|---|
| NOMBRE | Margaret J Snowling |
| NOMBRES | Margaret J |
| APELLIDO | Snowling |
| FIRMA | SNOWLING M J |
| AFILIACIONES | University of York |
| VERIFICADO | No |
| TOTAL DE OBRAS | 38 |
| TOTAL DE CITAS | 176 |
| TOTAL COMO AUTOR | 36 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 1992 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 6 |
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…
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 …
The Science of Reading
Early language intervention improves behavioral adjustment in school
Science of Reading
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…
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
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…
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…
Evidence-based interventions for reading and language difficulties
BACKGROUND. Children may experience two very different forms of reading problem: decoding difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to be caused by problems with phonological (speech sound) processing. Reading comprehension difficulties in contrast appear to be caused by problems with 'higher level' language difficulties including problems with semantics (including deficient knowledge of word mea…
Science of Reading
Samuel Torrey Orton award to Margaret J. Snowling
Evidence for the effectiveness of the Early Literacy Support programme
Background. It is widely recognized that effective interventions for poor reading involve training in phoneme awareness and letter-sound knowledge, linked in the context of reading books. From the applied perspective, it is important to gather data on the effectiveness of different forms of implementation of literacy support within this framework.Aim. We evaluate the effectiveness of the UK Early Literacy Support (ELS) programme (Department for E…
The Science of Reading
List of Contributors. Preface. Part I: Word Recognition Processes in Reading:. Editorial Part I. 1. Modelling Reading: The Dual-Route Approach: Max Coltheart (Macquarie University, Australia). 2. Connectionist Approaches to Reading: David C. Plaut (Carnegie Mellon University). 3. Visual Word Recognition: Theories and Findings: Stephen J. Lupker (University of Western Ontario). 4. The Question of Phonology and Reading: Guy C. Van Orden and Heidi K…
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…
Assessing children's inference generation
Background. Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types.Aims. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring …
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 …
Educational consequences of developmental speech disorder
Background: Children with speech difficulties may have associated educational problems. This paper reports a study examining the educational attainment of children at Key Stage 1 of the National Curriculum who had previously been identified with a speech difficulty. Aims: (1) To examine the educational attainment at Key Stage 1 of children diagnosed with speech difficulties two/three years prior to the present study. (2) To compare the Key Stage …
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 …
Assessing children's inference generation
Background. Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types.Aims. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring …
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 …
Evidence-based interventions for reading and language difficulties
BACKGROUND. Children may experience two very different forms of reading problem: decoding difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to be caused by problems with phonological (speech sound) processing. Reading comprehension difficulties in contrast appear to be caused by problems with 'higher level' language difficulties including problems with semantics (including deficient knowledge of word mea…
Evidence for the effectiveness of the Early Literacy Support programme
Background. It is widely recognized that effective interventions for poor reading involve training in phoneme awareness and letter-sound knowledge, linked in the context of reading books. From the applied perspective, it is important to gather data on the effectiveness of different forms of implementation of literacy support within this framework.Aim. We evaluate the effectiveness of the UK Early Literacy Support (ELS) programme (Department for E…
General cognitive ability in children with reading comprehension difficulties
Background: Children with specific reading comprehension difficulties read accurately and fluently but are poor at understanding what they read.Aims: This study investigated cognitive ability in children with poor reading comprehension with a view to determining the relationship between general cognitive ability and specific reading comprehension difficulty.Sample: Twenty-five poor comprehenders and 24 control children, matched for chronological …
Cognitive assessment of dyslexic students in higher education
Background. Previous studies have shown that the phonological deficits that characterise dyslexia persist into adulthood. There is a growing number of dyslexic students in higher education for whom sensitive diagnostic tests of their reading and reading related difficulties are required.Aims. The main aim of this study was to compare the cognitive skills of dyslexic students with those of their non-dyslexic peers, and to ascertain the impact of c…
Problems of behaviour, reading and arithmetic
Background. Estimates of academic underachievement among school children vary widely, depending on the geographical location and on the criteria used to define attainment. Aim. To examine the relationship between behaviour problems and academic attainment in a large UK primary school. Method. A school population (364 children from Years 3 to 6 inclusive) were assessed on a range of cognitive ability tasks. These included standardised tests of rea…
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…
Educational consequences of developmental speech disorder
Background: Children with speech difficulties may have associated educational problems. This paper reports a study examining the educational attainment of children at Key Stage 1 of the National Curriculum who had previously been identified with a speech difficulty. Aims: (1) To examine the educational attainment at Key Stage 1 of children diagnosed with speech difficulties two/three years prior to the present study. (2) To compare the Key Stage …
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 …
Problems of behaviour, reading and arithmetic
Background. Estimates of academic underachievement among school children vary widely, depending on the geographical location and on the criteria used to define attainment. Aim. To examine the relationship between behaviour problems and academic attainment in a large UK primary school. Method. A school population (364 children from Years 3 to 6 inclusive) were assessed on a range of cognitive ability tasks. These included standardised tests of rea…
Is dyslexia a form of specific language impairment? a comparison of dyslexic and language impaired children as adolescents
The Foundations of Spelling Ability
General cognitive ability in children with reading comprehension difficulties
Background: Children with specific reading comprehension difficulties read accurately and fluently but are poor at understanding what they read.Aims: This study investigated cognitive ability in children with poor reading comprehension with a view to determining the relationship between general cognitive ability and specific reading comprehension difficulty.Sample: Twenty-five poor comprehenders and 24 control children, matched for chronological …
Cognitive assessment of dyslexic students in higher education
Background. Previous studies have shown that the phonological deficits that characterise dyslexia persist into adulthood. There is a growing number of dyslexic students in higher education for whom sensitive diagnostic tests of their reading and reading related difficulties are required.Aims. The main aim of this study was to compare the cognitive skills of dyslexic students with those of their non-dyslexic peers, and to ascertain the impact of c…
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 …
Educational consequences of developmental speech disorder
Background: Children with speech difficulties may have associated educational problems. This paper reports a study examining the educational attainment of children at Key Stage 1 of the National Curriculum who had previously been identified with a speech difficulty. Aims: (1) To examine the educational attainment at Key Stage 1 of children diagnosed with speech difficulties two/three years prior to the present study. (2) To compare the Key Stage …
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 Science of Reading
List of Contributors. Preface. Part I: Word Recognition Processes in Reading:. Editorial Part I. 1. Modelling Reading: The Dual-Route Approach: Max Coltheart (Macquarie University, Australia). 2. Connectionist Approaches to Reading: David C. Plaut (Carnegie Mellon University). 3. Visual Word Recognition: Theories and Findings: Stephen J. Lupker (University of Western Ontario). 4. The Question of Phonology and Reading: Guy C. Van Orden and Heidi K…
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…
Assessing children's inference generation
Background. Previous research suggests that children with specific comprehension difficulties have problems with the generation of inferences. This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types.Aims. The main aims of the study were (a) using two commonly used tests of reading comprehension to classify the questions requiring …
Samuel Torrey Orton award to Margaret J. Snowling
Evidence for the effectiveness of the Early Literacy Support programme
Background. It is widely recognized that effective interventions for poor reading involve training in phoneme awareness and letter-sound knowledge, linked in the context of reading books. From the applied perspective, it is important to gather data on the effectiveness of different forms of implementation of literacy support within this framework.Aim. We evaluate the effectiveness of the UK Early Literacy Support (ELS) programme (Department for E…
Science of Reading
Evidence-based interventions for reading and language difficulties
BACKGROUND. Children may experience two very different forms of reading problem: decoding difficulties (dyslexia) and reading comprehension difficulties. Decoding difficulties appear to be caused by problems with phonological (speech sound) processing. Reading comprehension difficulties in contrast appear to be caused by problems with 'higher level' language difficulties including problems with semantics (including deficient knowledge of word mea…
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…
Psychology (33 obras) · Reading and Literacy Development (30 obras) · Linguistics (28 obras) · Language Development and Disorders (23 obras) · Reading (process) (23 obras) · Developmental psychology (21 obras) · Cognitive psychology (16 obras) · Cognitive and developmental aspects of mathematical skills (12 obras) · Phonological awareness (12 obras) · Comprehension (11 obras)