M J Snowling

Summary

Affiliation: University of York
Country: UK

Publications

  1. ncbi Cognitive assessment of dyslexic students in higher education
    Janet Hatcher
    Department of Psychology, University of York, York, UK
    Br J Educ Psychol 72:119-33. 2002
  2. ncbi Children at family risk of dyslexia: a follow-up in early adolescence
    Margaret J Snowling
    Department of Psychololgy, University of York, UK
    J Child Psychol Psychiatry 48:609-18. 2007
  3. ncbi Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial
    Peter J Hatcher
    Department of Psychology, University of York, UK
    J Child Psychol Psychiatry 47:820-7. 2006
  4. ncbi Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment
    Margaret J Snowling
    Department of Psychology, University of York, Heslington, UK
    J Child Psychol Psychiatry 47:759-65. 2006
  5. ncbi Evidence for the effectiveness of the Early Literacy Support programme
    Peter J Hatcher
    Department of Psychology, University of York, York Y01 5DD, UK
    Br J Educ Psychol 76:351-67. 2006
  6. pmc Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial
    Kelly Burgoyne
    Down Syndrome Education International, Portsmouth, UK
    J Child Psychol Psychiatry 53:1044-53. 2012
  7. pmc Interventions for children's language and literacy difficulties
    Margaret J Snowling
    Department of Psychology, University of York, York, UK
    Int J Lang Commun Disord 47:27-34. 2012
  8. pmc Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5
    Margaret J Snowling
    Department of Psychology, University of York, York, UK
    J Child Psychol Psychiatry 53:593-607. 2012
  9. ncbi Family risk of dyslexia is continuous: individual differences in the precursors of reading skill
    Margaret J Snowling
    Department of Psychology, University of York, Heslington, United Kingdom
    Child Dev 74:358-73. 2003
  10. doi Evidence-based interventions for reading and language difficulties: creating a virtuous circle
    Margaret J Snowling
    Department of Psychology, University of York, UK
    Br J Educ Psychol 81:1-23. 2011

Collaborators

Detail Information

Publications44

  1. ncbi Cognitive assessment of dyslexic students in higher education
    Janet Hatcher
    Department of Psychology, University of York, York, UK
    Br J Educ Psychol 72:119-33. 2002
    ..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...
  2. ncbi Children at family risk of dyslexia: a follow-up in early adolescence
    Margaret J Snowling
    Department of Psychololgy, University of York, UK
    J Child Psychol Psychiatry 48:609-18. 2007
    ..This study is the follow-up in early adolescence of children born to families with a history of dyslexia (Gallagher, Frith, & Snowling, 2000)...
  3. ncbi Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trial
    Peter J Hatcher
    Department of Psychology, University of York, UK
    J Child Psychol Psychiatry 47:820-7. 2006
    ..This study evaluated the effectiveness of an intervention for reading-delayed children in Year-1 classes...
  4. ncbi Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment
    Margaret J Snowling
    Department of Psychology, University of York, Heslington, UK
    J Child Psychol Psychiatry 47:759-65. 2006
    ..The present study assessed the psychosocial adjustment in adolescence of young people with history of speech-language impairment, and investigated specific relationships between language deficits and psychiatric disorders...
  5. ncbi Evidence for the effectiveness of the Early Literacy Support programme
    Peter J Hatcher
    Department of Psychology, University of York, York Y01 5DD, UK
    Br J Educ Psychol 76:351-67. 2006
    ..From the applied perspective, it is important to gather data on the effectiveness of different forms of implementation of literacy support within this framework...
  6. pmc Efficacy of a reading and language intervention for children with Down syndrome: a randomized controlled trial
    Kelly Burgoyne
    Down Syndrome Education International, Portsmouth, UK
    J Child Psychol Psychiatry 53:1044-53. 2012
    ..This study evaluates the effects of a language and literacy intervention for children with Down syndrome...
  7. pmc Interventions for children's language and literacy difficulties
    Margaret J Snowling
    Department of Psychology, University of York, York, UK
    Int J Lang Commun Disord 47:27-34. 2012
    ..Together the findings of controlled trials provide a robust evidence base that can be used to devise plans for the management of pre-school and school-aged children with language learning difficulties...
  8. pmc Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5
    Margaret J Snowling
    Department of Psychology, University of York, York, UK
    J Child Psychol Psychiatry 53:593-607. 2012
    ....
  9. ncbi Family risk of dyslexia is continuous: individual differences in the precursors of reading skill
    Margaret J Snowling
    Department of Psychology, University of York, Heslington, United Kingdom
    Child Dev 74:358-73. 2003
    ..The findings are interpreted within an interactive model of reading development in which problems in establishing a phonological pathway in dyslexic families may be compensated early by children who have strong language skills...
  10. doi Evidence-based interventions for reading and language difficulties: creating a virtuous circle
    Margaret J Snowling
    Department of Psychology, University of York, UK
    Br J Educ Psychol 81:1-23. 2011
    ....
  11. ncbi Educational attainments of school leavers with a preschool history of speech-language impairments
    M J Snowling
    Department of Psychology, Heslington Road, University of York, York YO10 5DD, UK
    Int J Lang Commun Disord 36:173-83. 2001
    ....
  12. ncbi From language to reading and dyslexia
    M J Snowling
    Department of Psychology, University of York, Heslington, York, YO24 1AX UK
    Dyslexia 7:37-46. 2001
    ..Taken together, these findings suggest that current challenges to the phonological deficit theory can be met...
  13. ncbi Individual differences in contextual facilitation: evidence from dyslexia and poor reading comprehension
    K Nation
    Department of Psychology, University of York, Heslington, UK
    Child Dev 69:996-1011. 1998
    ..The results show that dyslexic children use context to compensate for poor decoding skills, whereas children with poor reading comprehension skills fail to benefit from context as much as normal readers...
  14. ncbi Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study
    Valerie Muter
    Department of Psychology, University of York, York, United Kingdom
    Dev Psychol 40:665-81. 2004
    ..The results are related to current theories about the role of phonological, grammatical, and vocabulary skills in the development of early reading skills...
  15. doi Accessing and selecting word meaning in autism spectrum disorder
    L M Henderson
    University of York, UK
    J Child Psychol Psychiatry 52:964-73. 2011
    ....
  16. ncbi Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic priming
    K Nation
    Department of Psychology, University of York, UK
    Cognition 70:B1-13. 1999
    ....
  17. ncbi Comparing phonological skills and spelling abilities in children with reading and language impairments
    Rebecca F Larkin
    Faculty of Health and Life Sciences, York St John University, York, UK
    Int J Lang Commun Disord 43:111-24. 2008
    ..Bishop and Snowling (2004) proposed that children with language impairments (LI) and children with reading difficulties (RD) can be considered to be on a (phonological) continuum of risk for reading impairments...
  18. doi Ameliorating children's reading-comprehension difficulties: a randomized controlled trial
    Paula J Clarke
    University of York, York YO10 5DD, United Kingdom
    Psychol Sci 21:1106-16. 2010
    ..We conclude that specific reading-comprehension difficulties reflect (at least partly) underlying oral-language weaknesses that can be effectively ameliorated by suitable teaching...
  19. ncbi Auditory processing and the development of language and literacy
    Peter J Bailey
    Department of Psychology, University of York, UK
    Br Med Bull 63:135-46. 2002
    ..Some implications for clinical practice are discussed...
  20. ncbi Problems of behaviour, reading and arithmetic: assessments of comorbidity using the Strengths and Difficulties Questionnaire
    J W Adams
    Psychology Department, University of York, Heslington, UK
    Br J Educ Psychol 69:571-85. 1999
    ..Estimates of academic underachievement among school children vary widely, depending on the geographical location and on the criteria used to define attainment...
  21. ncbi Language and phonological skills in children at high risk of reading difficulties
    Julia M Carroll
    Department of Psychology, University of York, UK
    J Child Psychol Psychiatry 45:631-40. 2004
    ..Dyslexia is now generally acknowledged to involve difficulties in phonological processing. However, the links between reading difficulties and speech difficulties remain unclear...
  22. ncbi A critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an effective treatment for children with reading difficulties--'lies, damned lies and (inappropriate) statistics'?
    Margaret J Snowling
    Department of Psychology, University of York, York, Hestington, United Kingdom
    Dyslexia 9:127-33; discussion 134-5. 2003
    ..We outline the numerous methodological and statistical problems with this study and conclude that it provides no evidence that DDAT is an effective form of treatment for children with reading difficulties...
  23. ncbi Specific disorders and broader phenotypes: the case of dyslexia
    Margaret J Snowling
    Department of Psychology, University of York, York, UK
    Q J Exp Psychol (Hove) 61:142-56. 2008
    ....
  24. ncbi Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention
    Claudine Bowyer-Crane
    Department of Psychology, University of York, Heslington, York, UK
    J Child Psychol Psychiatry 49:422-32. 2008
    ..This study compares the efficacy of two school-based intervention programmes (Phonology with Reading (P + R) and Oral Language (OL)) for children with poor oral language at school entry...
  25. ncbi Semantic and phonological fluency in children with Down syndrome: atypical organization of language or less efficient retrieval strategies?
    Hannah M Nash
    Department of Psychology, University of York, York, UK
    Cogn Neuropsychol 25:690-703. 2008
    ..Together the findings point to executive deficits in Down syndrome rather than deviant language processes...
  26. doi Number-processing skills in adults with dyslexia
    Silke M Gobel
    Department of Psychology, University of York, Heslington, York YO10 5DD
    Q J Exp Psychol (Hove) 63:1361-73. 2010
    ..Their difficulties are restricted to the verbal code and are not associated with deficits in nonverbal magnitude representation, visual Arabic number form, or spatial cognition...
  27. ncbi Assessing children's inference generation: what do tests of reading comprehension measure?
    Claudine Bowyer-Crane
    Department of Psychology, University of York, UK
    Br J Educ Psychol 75:189-201. 2005
    ..This raises important questions as to whether poor comprehenders have poor comprehension skills generally, or whether their problems are confined to specific inference types...
  28. ncbi Paired-associate learning, phoneme awareness, and learning to read
    Charles Hulme
    Department of Psychology, University of York, Heslington, York YO1 5DD, UK
    J Exp Child Psychol 96:150-66. 2007
    ....
  29. ncbi The development of phonological awareness in preschool children
    Julia M Carroll
    Department of Psychology, University of York, United Kingdom
    Dev Psychol 39:913-23. 2003
    ..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 later phoneme awareness...
  30. ncbi Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure
    Peter J Hatcher
    Department of Psychology, University of York, UK
    J Child Psychol Psychiatry 45:338-58. 2004
    ..We evaluate the effectiveness of three theoretically motivated programmes for the teaching of reading to four-year-old children...
  31. ncbi Working memory deficits in poor comprehenders reflect underlying language impairments
    K Nation
    Department of Psychology, University of York, Heslington, United Kingdom
    J Exp Child Psychol 73:139-58. 1999
    ....
  32. ncbi General cognitive ability in children with reading comprehension difficulties
    Kate Nation
    Department of Psychology, University of York, UK
    Br J Educ Psychol 72:549-60. 2002
    ..Children with specific reading comprehension difficulties read accurately and fluently but are poor at understanding what they read...
  33. ncbi When phonology fails: orthographic neighbourhood effects in dyslexia
    Michal Lavidor
    Department of Psychology, University of Hull, Hull HU6 7RX, UK
    Brain Lang 96:318-29. 2006
    ..The interpretation presented here is cast in terms of differences between people with dyslexia and typical readers that originate in the atypical way in which orthographic representations are initially set up...
  34. ncbi Rapid auditory processing and phonological ability in normal readers and readers with dyslexia
    C M Marshall
    Department of Psychology, University of York, UK
    J Speech Lang Hear Res 44:925-40. 2001
    ....
  35. ncbi Auditory temporal order discrimination and backward recognition masking in adults with dyslexia
    Yvonne M Griffiths
    Department of Psychology, University of Essex, Colchester, Essex, United Kingdom
    J Speech Lang Hear Res 46:1352-66. 2003
    ....
  36. ncbi No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficulties
    John P Rack
    Dyslexia Action, University of York, Heslington, UK
    Dyslexia 13:97-104; discussion 105-9. 2007
    ..Current evidence provides no support for the claim that DDAT is effective in improving children's literacy skills...
  37. ncbi Samuel Torrey Orton award to Margaret J. Snowling. Acceptance speech of Samuel Torrey Orton award
    Margaret J Snowling
    Department of Psychology, University of York, UK
    Ann Dyslexia 56:199-204. 2006
  38. ncbi The development of early literacy skills among children with speech difficulties: a test of the "critical age hypothesis"
    Liz Nathan
    University College London, London, United Kingdom
    J Speech Lang Hear Res 47:377-91. 2004
    ..However, it is noteworthy that children with persisting speech difficulties at 6;9 were particularly vulnerable to deficits in reading-related processes...
  39. ncbi Specific reading disability (dyslexia): what have we learned in the past four decades?
    Frank R Vellutino
    The State University of New York at Albany, Child Research and Study Center, Department of Educational Psychology and Statistics, New York 12222, USA
    J Child Psychol Psychiatry 45:2-40. 2004
    ..We conclude with a discussion of the clinical implications of the research findings, focusing on the need for enhanced instruction...
  40. ncbi Developmental dyslexia and specific language impairment: same or different?
    Dorothy V M Bishop
    Department of Experimental Psychology, Oxford University, Oxford, United Kingdom
    Psychol Bull 130:858-86. 2004
    ....
  41. ncbi Production of the English past tense by children with language comprehension impairments
    Kate Nation
    University of Oxford
    J Child Lang 32:117-37. 2005
    ..These findings are discussed within a framework in which verb inflection is related to underlying language skills in both the phonological and semantic domains...
  42. doi Speed of processing and reading disability: a cross-linguistic investigation of dyslexia and borderline intellectual functioning
    Paola Bonifacci
    Dipartimento di Psicologia, Universita degli Studi di Bologna, Viale Berti Pichat n 5, 40127 Bologna, Italy
    Cognition 107:999-1017. 2008
    ..The same cognitive phenotype was observed in readers of a deep (English) and a shallow (Italian) orthography...
  43. ncbi The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal study
    Dimitris Nikolopoulos
    Department of Psychology, University of Crete, Rethymno 74100, Greece
    J Exp Child Psychol 94:1-17. 2006
    ..Despite the differences in the degree of transparency between the Greek and English orthographies, phoneme awareness predicts variations in learning to read and spell in both languages...
  44. ncbi Educational consequences of developmental speech disorder: Key Stage 1 National Curriculum assessment results in English and mathematics
    Liz Nathan
    Department of Human Communication Science, University College London, UK
    Br J Educ Psychol 74:173-86. 2004
    ..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...