Is preschool language impairment a risk factor for dyslexia in adolescence?

By M. Snowling, Dorothy V. M. Bishop, Susan E. Stothard. Journal of Child Psychology and Psychiatry and Allied Disciplines, 2000

612 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/df304810c271a8d01e5510cc6f21b9549ef0c93a

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Citations in the corpus

From single to multiple deficit models of developmental disorders. (2006, neutral): “That is because there are SSD children with a persisting phonological deWcit but not a reading disability ( Snowling et al., 2000 ).”
Spoken sentence comprehension in children with dyslexia and language impairment: The roles of syntax and working memory (2009, result): “test. Notably, we did not preclude children from the LI group based on concomitant reading impairments, given that doing so would have significantly limited the sample size and likely make the sample less comparable to previous studies (Catts et al., 2005; Goulandris, Snowling, & Walker, 2000; Joani”
Relations Among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers With Specific Language Impairment (2008, background): “, Boudreau & Hedberg, 1999; Justice, Bowles, & Skibbe, 2006) and experience higher rates of reading disability relative to their peers without disabilities (e.g., Catts et al., 2002; Snowling et al., 2000; Stothard, Snowling, Bishop, Chipchase, & Kaplan, 1998).”
Are specific language impairment and dyslexia distinct disorders? (2005, methodology): “The prevalence rates of dyslexia in children with SLI thatwe observed are lower than those found inmany other studies (e.g.,McArthur et al., 2000; Snowling et al., 2000; Tallal et al., 1988).”
Developmental dyslexia in adults : a research review (2004, positive): “It has been shown that prevalence estimates for dyslexia are susceptible to definitional manipulation over a wide range (Snowling et al., 2000a).”
Associated Reading Skills in Children with a History of Specific Language Impairment (SLI) (2006, background): “Richman, Stevenson, & Graham, 1982; Silva,McGee, &Williams, 1985), recent evidence increasingly suggests that childrenwithSLI are likely to experience literacyproblems (e.g.Catts, 1991; Catts, Fey, Tomblin, & Zhang, 2002; Conti-Ramsden, Donlan, & Grove, 1992; Snowling et al., 2000) and children who ”
Syntactic and phonological processing in developmental dyslexia (2004, background): “, 1997) and that SLI and dyslexia are at both ends of a continuum of language problems, with the SLI children being the most severely affected, whereas other researchers claim that the nature of the reading problems in the two groups is different (Snowling et al., 2000). A possible explanation of th”