Effects of Bottom-Up and Top-Down Intervention Principles in Emergent Literacy in Children at Risk of Developmental Dyslexia: A longitudinal study

Journal of Learning Disabilities

Volumn 44, Issue 2, 2011, Pages 105-122

  Helland, Turid ^a   Tjus, Tomas ^b   Hovden, Marit ^a   Ofte, Sonja ^c   Heimann, Mikael ^a,d,e  

^a UNIVERSITY OF BERGEN   (Norway)

^b UNIVERSITY OF GOTHENBURG   (Sweden)

^c Statped Vest   (Norway)

^d Linköping University   (Sweden)

^e LINKÖPING UNIVERSITY   (Sweden)

Author keywords

at risk; bottom up; dyslexia; intervention; longitudinal study; top down

Indexed keywords

ARTICLE; CHILD; CLINICAL TRIAL; COGNITION; DYSLEXIA; EARLY DIAGNOSIS; FEMALE; HUMAN; LEARNING; LONGITUDINAL STUDY; MALE; NEUROPSYCHOLOGICAL TEST; NUCLEAR MAGNETIC RESONANCE IMAGING; PRESCHOOL CHILD; QUESTIONNAIRE; READING; RISK FACTOR; SHORT TERM MEMORY; TEACHING;

CHILD; CHILD, PRESCHOOL; COGNITION; DYSLEXIA; EARLY DIAGNOSIS; FEMALE; HUMANS; LONGITUDINAL STUDIES; MAGNETIC RESONANCE IMAGING; MALE; MEMORY, SHORT-TERM; NEUROPSYCHOLOGICAL TESTS; QUESTIONNAIRES; READING; REMEDIAL TEACHING; RISK FACTORS; VERBAL LEARNING;

EID: 79952549284     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/0022219410391188     Document Type: Article

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