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Continuity from Prelinguistic Communication to Later Language Ability: A Follow-Up Study from Infancy to Early School Age

Journal of speech, language, and hearing research, 2016-12, Vol.59 (6), p.1357-1372

2016

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Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

Child development, 2011-05, Vol.82 (3), p.1013-1028

2011

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Psychiatric Problems in Adolescence Mediate the Association Between Childhood Learning Disabilities and Later Well-Being

Learning disability quarterly, 2021-11, Vol.44 (4), p.304-317

2021

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Very early phonological and language skills: estimating individual risk of reading disability

Journal of child psychology and psychiatry, 2007-09, Vol.48 (9), p.923-931

2007

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Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary education

Learning and instruction, 2008-04, Vol.18 (2), p.201-210

2008

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Academic skills in children with early-onset type 1 diabetes: the effects of diabetes-related risk factors

Developmental medicine and child neurology, 2012-05, Vol.54 (5), p.457-463

2012

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Internal Consistency and Stability of the CANTAB Neuropsychological Test Battery in Children

Psychological assessment, 2015-06, Vol.27 (2), p.698-709

2015

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Early motor development and later language and reading skills in children at risk of familial dyslexia

Developmental medicine and child neurology, 2006-05, Vol.48 (5), p.367-373

2006

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Psychological distress of children with early-onset type 1 diabetes and their mothers' well-being

Acta Paediatrica, 2015-11, Vol.104 (11), p.1144-1149

2015

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Children with Differing Developmental Trajectories of Prelinguistic Communication Skills: Language and Working Memory at Age 5

Journal of speech, language, and hearing research, 2014-06, Vol.57 (3), p.1026-1039

2014

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Associations between private speech, behavioral self-regulation, and cognitive abilities

International journal of behavioral development, 2015-11, Vol.39 (6), p.508-518

2015

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Developmental Trajectories of Early Communication Skills

Journal of speech, language, and hearing research, 2012-08, Vol.55 (4), p.1083-1096

2012

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Verbal and academic skills in children with early‐onset type 1 diabetes

Developmental medicine and child neurology, 2010-07, Vol.52 (7), p.e143-e147

2010

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Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention, and mainstream instruction

Learning and individual differences, 2010-10, Vol.20 (5), p.402-414

2010

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Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes: Strong to Accuracy but Only Minor to Fluency

Journal of learning disabilities, 2008-07, Vol.41 (4), p.353-370

2008

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How does early developmental assessment predict academic and attentional–behavioural skills at group and individual levels?

Developmental medicine and child neurology, 2009-10, Vol.51 (10), p.792-799

2009

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Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability: Computer-Assisted Reading Intervention

Child development, 2011-05, Vol.82 (3), p.1013-1028

2011

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Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes

Journal of clinical child and adolescent psychology, 2009-11, Vol.38 (6), p.883-898

2009

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Long-Term Intervention Effects of Spelling Development for Children With Compromised Preliteracy Skills

Reading & writing quarterly, 2013-10, Vol.29 (4), p.333-357

2013

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Rapid serial naming: Relations between different stimuli and neuropsychological factors

Brain and language, 2005, Vol.92 (1), p.45-57

2005

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Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes

Journal of learning disabilities, 2008-07, Vol.41 (4), p.353-370

2008

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Emerging Phonological Awareness Differentiates Children with and without Familial Risk for Dyslexia after Controlling for General Language Skills

Annals of dyslexia, 2004-12, Vol.54 (2), p.221-243

2004

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Screening for Developmental Risks at 4 Years of Age: Predicting development two years later

Nordic psychology, 2007-07, Vol.59 (2), p.95-108

2007

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Assessment of Three-and-a-Half-Year-Old Children's Emerging Phonological Awareness in a Computer Animation Context

Journal of learning disabilities, 2003-09, Vol.36 (5), p.416-423

2003

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Screening for Developmental Risks at 4 Years of Age

Nordic psychology, 2007-01, Vol.59 (2), p.95-108

2007

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Continuity from Prelinguistic Communication to Later Language Ability: A Follow-Up Study from Infancy to Early School Age

Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability

Psychiatric Problems in Adolescence Mediate the Association Between Childhood Learning Disabilities and Later Well-Being

Very early phonological and language skills: estimating individual risk of reading disability

Reading comprehension, word reading and spelling as predictors of school achievement and choice of secondary education

Academic skills in children with early-onset type 1 diabetes: the effects of diabetes-related risk factors

Internal Consistency and Stability of the CANTAB Neuropsychological Test Battery in Children

Early motor development and later language and reading skills in children at risk of familial dyslexia

Psychological distress of children with early-onset type 1 diabetes and their mothers' well-being

Children with Differing Developmental Trajectories of Prelinguistic Communication Skills: Language and Working Memory at Age 5

Associations between private speech, behavioral self-regulation, and cognitive abilities

Developmental Trajectories of Early Communication Skills

Verbal and academic skills in children with early‐onset type 1 diabetes

Predicting word-level reading fluency outcomes in three contrastive groups: Remedial and computer-assisted remedial reading intervention, and mainstream instruction

Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes: Strong to Accuracy but Only Minor to Fluency

How does early developmental assessment predict academic and attentional–behavioural skills at group and individual levels?

Computer-Assisted Remedial Reading Intervention for School Beginners at Risk for Reading Disability: Computer-Assisted Reading Intervention

Effects of Multidomain Risk Accumulation on Cognitive, Academic, and Behavioural Outcomes

Long-Term Intervention Effects of Spelling Development for Children With Compromised Preliteracy Skills

Rapid serial naming: Relations between different stimuli and neuropsychological factors

Developmental Links of Very Early Phonological and Language Skills to Second Grade Reading Outcomes

Emerging Phonological Awareness Differentiates Children with and without Familial Risk for Dyslexia after Controlling for General Language Skills

Screening for Developmental Risks at 4 Years of Age: Predicting development two years later

Assessment of Three-and-a-Half-Year-Old Children's Emerging Phonological Awareness in a Computer Animation Context

Screening for Developmental Risks at 4 Years of Age

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