Research Topics
| M J SnowlingSummaryAffiliation: University of York Country: UK Publications
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Detail Information
Publications
Children at family risk of dyslexia: a follow-up in early adolescenceMargaret 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)...- Cognitive assessment of dyslexic students in higher educationJanet 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... - Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal studyValerie 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... - 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... - When phonology fails: orthographic neighbourhood effects in dyslexiaMichal 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... 
Annual research review: the nature and classification of reading disorders--a commentary on proposals for DSM-5Margaret J Snowling
Department of Psychology, University of York, York, UK
J Child Psychol Psychiatry 53:593-607. 2012....- Family risk of dyslexia is continuous: individual differences in the precursors of reading skillMargaret 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... - Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairmentMargaret 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... 
Evidence-based interventions for reading and language difficulties: creating a virtuous circleMargaret J Snowling
Department of Psychology, University of York, UK
Br J Educ Psychol 81:1-23. 2011....- Educational attainments of school leavers with a preschool history of speech-language impairmentsM J Snowling
Department of Psychology, Heslington Road, University of York, York YO10 5DD, UK
Int J Lang Commun Disord 36:173-83. 2001.... - From language to reading and dyslexiaM 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... - Individual differences in contextual facilitation: evidence from dyslexia and poor reading comprehensionK 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... - Efficacy of small group reading intervention for beginning readers with reading-delay: a randomised controlled trialPeter J Hatcher
Department of Psychology, University of York, UK
J Child Psychol Psychiatry 47:820-7. 2006..However, around one-quarter of the children did not respond to this intervention and these children would appear to need more intensive or more prolonged help to improve their reading skills... - Accessing and selecting word meaning in autism spectrum disorderL M Henderson
University of York, UK
J Child Psychol Psychiatry 52:964-73. 2011.... - Developmental differences in sensitivity to semantic relations among good and poor comprehenders: evidence from semantic primingK Nation
Department of Psychology, University of York, UK
Cognition 70:B1-13. 1999.... - Ameliorating children's reading-comprehension difficulties: a randomized controlled trialPaula 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... - Comparing phonological skills and spelling abilities in children with reading and language impairmentsRebecca 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... - Auditory processing and the development of language and literacyPeter J Bailey
Department of Psychology, University of York, UK
Br Med Bull 63:135-46. 2002..Some implications for clinical practice are discussed... - Problems of behaviour, reading and arithmetic: assessments of comorbidity using the Strengths and Difficulties QuestionnaireJ 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... - Paired-associate learning, phoneme awareness, and learning to readCharles Hulme
Department of Psychology, University of York, Heslington, York YO1 5DD, UK
J Exp Child Psychol 96:150-66. 2007.... - Specific disorders and broader phenotypes: the case of dyslexiaMargaret J Snowling
Department of Psychology, University of York, York, UK
Q J Exp Psychol (Hove) 61:142-56. 2008.... - Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading interventionClaudine 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... - 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... - Number-processing skills in adults with dyslexiaSilke 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... - Evidence for the effectiveness of the Early Literacy Support programmePeter 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... - Language and phonological skills in children at high risk of reading difficultiesJulia 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... - Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failurePeter 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... - The development of phonological awareness in preschool childrenJulia 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... - 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... - Working memory deficits in poor comprehenders reflect underlying language impairmentsK Nation
Department of Psychology, University of York, Heslington, United Kingdom
J Exp Child Psychol 73:139-58. 1999.... - General cognitive ability in children with reading comprehension difficultiesKate 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... - Rapid auditory processing and phonological ability in normal readers and readers with dyslexiaC M Marshall
Department of Psychology, University of York, UK
J Speech Lang Hear Res 44:925-40. 2001.... - Auditory temporal order discrimination and backward recognition masking in adults with dyslexiaYvonne M Griffiths
Department of Psychology, University of Essex, Colchester, Essex, United Kingdom
J Speech Lang Hear Res 46:1352-66. 2003.... - Samuel Torrey Orton award to Margaret J. Snowling. Acceptance speech of Samuel Torrey Orton awardMargaret J Snowling
Department of Psychology, University of York, UK
Ann Dyslexia 56:199-204. 2006 - No evidence that an exercise-based treatment programme (DDAT) has specific benefits for children with reading difficultiesJohn 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... - Speed of processing and reading disability: a cross-linguistic investigation of dyslexia and borderline intellectual functioningPaola 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... - Educational consequences of developmental speech disorder: Key Stage 1 National Curriculum assessment results in English and mathematicsLiz Nathan
Department of Human Communication Science, University College London, UK
Br J Educ Psychol 74:173-86. 2004.... - 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... - 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.... - Production of the English past tense by children with language comprehension impairmentsKate 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... - The cognitive bases of learning to read and spell in Greek: evidence from a longitudinal studyDimitris 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... - 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...