Non-word repetition and literacy in Dutch children at-risk of dyslexia and children with SLI: Results of the follow-up study

Dyslexia

Volumn 16, Issue 1, 2010, Pages 36-44

  De Bree, Elise ^a   Wijnen, Frank ^a   Gerrits, Ellen ^b  

^a UTRECHT UNIVERSITY   (Netherlands)

^b MAASTRICHT UNIVERSITY MEDICAL CENTER   (Netherlands)

Author keywords

At risk studies; Developmental dyslexia; Non word repetition; Phonological processing; Specific language impairment (SLI)

Indexed keywords

ARTICLE; CHILD; CLINICAL ARTICLE; CONTROLLED STUDY; DYSLEXIA; FAMILY HISTORY; FOLLOW UP; HIGH RISK POPULATION; HUMAN; LANGUAGE ABILITY; LANGUAGE DEVELOPMENT; LANGUAGE DISABILITY; MENTAL PERFORMANCE; NETHERLANDS; NONWORD REPETITION; PHONETICS; PRESCHOOL CHILD; READING; RISK ASSESSMENT; RISK FACTOR; SCHOOL CHILD; SCORING SYSTEM; SPECIFIC LANGUAGE IMPAIRMENT; SPELLING; VERBAL MEMORY; WORD RECOGNITION; WORKING MEMORY;

CHILD; CHILD, PRESCHOOL; DYSLEXIA; FEMALE; FOLLOW-UP STUDIES; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; MALE; MULTIVARIATE ANALYSIS; NETHERLANDS; PHONETICS; PREDICTIVE VALUE OF TESTS; PSYCHOLINGUISTICS; VOCABULARY;

EID: 76749124991     PISSN: 10769242     EISSN: 10990909     Source Type: Journal    
DOI: 10.1002/dys.395     Document Type: Article

References (27)

1. Archibald, L. M. D., & Gathercole, S. E. (2006). Non-word repetition: A comparison of tests. Journal of Speech, Language and Hearing Research, 49, 970-983.
2. Bishop, D. V. M., North, T., & Donlan, C. (1996). Nonword repetition as a behavioural marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry, 37, 391-403.
3. Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130, 858-886.
4. Brus, B. Th., & Voeten, M. J. M. (1972). Een-Minuut Test. Vorm A en B. Nijmegen: Berkhout Testmateriaal.
5. Catts, H. W., Adlof, S. M., Hogan, T. P., & Ellis Weismer, S. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech, Language, and Hearing Research, 48, 1378-1396.
6. Conti-Ramsden, G., Botting, N., & Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 42, 741-748.
7. de Bree, E. (2007). Dyslexia and phonology: A study of the phonological abilities of Dutch children at-risk of dyslexia. LOT dissertation 155, Utrecht.
8. de Bree, E., Rispens, J., & Gerrits, E. (2007). Non-word repetition in Dutch children with (a risk of) dyslexia and SLI. Clinical Linguistics & Phonetics, 21, 935-944.
9. de Jong, P. F., & van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450-476.
10. Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41, 1136-1146.
11. Elbro, C., Borstrøm, I., & Petersen, D. K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33, 36-60.
12. Gerrits, E., & de Bree, E. (2009). Early language development of children at familial risk of dyslexia and SLI: Speech perception and production. Journal of Communication Disorders, 42, 180-194.
13. Horsley, T.M. (2005). Not all dyslexics are created equal:neurocognitive evidence. Amsterdam:vu clissertation.
14. Kamhi, A. G., & Catts, H. W. (1986). Towards an understanding of language and reading disorders. Journal of Speech and Hearing Research, 51, 337-347.
15. Kamhi, A. G., Catts, H. W., Mauer, D., Apel, K., & Gentry, B. (1988). Phonological and spatial processing abilities in language-and reading-impaired children. Journal of Speech and Hearing Disorders, 53, 316-327.
16. Kuijpers, C., van der Leij, A., Been, P., van Leeuwen, Y., ter Keurs, M., Schreuder, R., & Van den Bos, K. P. (2003). Leesproblemen in het voortgezet onderwijs en de volwassenheid. Pedagogische Studiën, 80, 272-287.
17. Marshall, C. R., & van der Lely, H. K. J. Effects of word position and stress on onset cluster production: Evidence from typical development, SLI and dyslexia. Language. 85, 39-57 (in press). DOI : 10.1080/ 13682820802591643.
18. Marshall, C. R., Harcourt-Brown, S., Ramus, F., & van der Lely, H. K. J. The link between prosody and language skills in children with SLI and/or dyslexia. International Journal of Language and Communication Disorders.
19. Paulesu, E., Demonet, J. F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N., et al. (2001). Dyslexia: Cultural diversity and biological unity. Science, 291, 2165-2167.
20. Ramus, F., & Szenkovits, G. (2008). What phonological deficit? Quarterly Journal of Experimental Psychology, 61, 129-141.
21. Roodenrys, S., & Stokes, J. (2001). Serial recall and nonword repetition in reading disabled children. Reading and Writing: An Interdisciplinary Journal, 14, 379-394.
22. Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1743.
23. Snowling, M. J., Gallagher, A., & Frith, U. (2003). Family risk of dyslexia is continuous: Individual differences in the precursors of reading skill. Child Development, 74, 358-373.
24. Tallal, P., Allard, L., Miller, S., & Curtiss, S. (1997). Academic outcomes of language impaired children. In C. Hulme, M. Snowling (eds), Dyslexia: Biology, cognition, and intervention (pp. 167-181). London: Whurr.
25. van den Bosch, L., Gilijns, P., Krom, R. S. H., Moelands, F., & Verhoeven, L. (1993). Leerling volgsysteem: Schaal vorderingen in spellingvaardigheid 1, groep 3- 4. Handleiding. Arnhem: CITO.
26. Van den Bos, K. P., Lutje Spelberg, H. C., Scheepstra, A. J. M., & de Vries, J. R. (1994). De KLEPEL. Een test voor de leesvaardigheid van pseudo-woorden. Nijmegen: Berkhout Testmateriaal.
27. Visser, J., van Laarhoven, A., & ter Beek, A. (1994). AVI toetspakket: Handleiding. 's-Hertogenbosch: Katholiek Pedagogisch Centrum.