scholarly journals Allophonic mode of speech perception in Dutch children at risk for dyslexia: A longitudinal study

2012 ◽  
Vol 33 (5) ◽  
pp. 1469-1483 ◽  
Author(s):  
M.W. Noordenbos ◽  
E. Segers ◽  
W. Serniclaes ◽  
H. Mitterer ◽  
L. Verhoeven
Keyword(s):  
At Risk ◽  
Longitudinal Study ◽  
Speech Perception ◽  
Children At Risk ◽  
Dutch Children

Identification of children at risk for adult schizophrenia: a longitudinal study

1985 ◽  
Vol 34 (3) ◽  
pp. 363-379 ◽  
Author(s):  
Alex E. Schwartzman ◽  
Jane E. Ledingham ◽  
Lisa A. Serbin
Keyword(s):  
At Risk ◽  
Longitudinal Study ◽  
Children At Risk

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

2011 ◽  
Vol 44 (2) ◽  
pp. 105-122 ◽  
Author(s):  
Turid Helland ◽  
Tomas Tjus ◽  
Marit Hovden ◽  
Sonja Ofte ◽  
Mikael Heimann
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Longitudinal Study ◽  
Phonological Awareness ◽  
Risk Group ◽  
Verbal Learning ◽  
Letter Knowledge ◽  
Children At Risk ◽  
Top Down ◽  
Reading And Spelling

This longitudinal study focused on the effects of two different principles of intervention in children at risk of developing dyslexia from 5 to 8 years old. The children were selected on the basis of a background questionnaire given to parents and preschool teachers, with cognitive and functional magnetic resonance imaging results substantiating group differences in neuropsychological processes associated with phonology, orthography, and phoneme—grapheme correspondence (i.e., alphabetic principle). The two principles of intervention were bottom-up (BU), “from sound to meaning”, and top-down (TD), “from meaning to sound.” Thus, four subgroups were established: risk/BU, risk/TD, control/BU, and control/TD. Computer-based training took place for 2 months every spring, and cognitive assessments were performed each fall of the project period. Measures of preliteracy skills for reading and spelling were phonological awareness, working memory, verbal learning, and letter knowledge. Literacy skills were assessed by word reading and spelling. At project end the control group scored significantly above age norm, whereas the risk group scored within the norm. In the at-risk group, training based on the BU principle had the strongest effects on phonological awareness and working memory scores, whereas training based on the TD principle had the strongest effects on verbal learning, letter knowledge, and literacy scores. It was concluded that appropriate, specific, data-based intervention starting in preschool can mitigate literacy impairment and that interventions should contain BU training for preliteracy skills and TD training for literacy training.

Tracking student resilience

1999 ◽  
Vol 24 (3) ◽  
pp. 14-23 ◽  
Author(s):  
Sue Howard ◽  
Bruce Johnson
Keyword(s):  
At Risk ◽  
Longitudinal Study ◽  
Environmental Factors ◽  
Protective Factors ◽  
Case Studies ◽  
Children At Risk ◽  
Student Resilience ◽  
Individual Family ◽  
One Year

In recent times, research that has traditionally concerned itself with children ‘at risk’ has been supplemented by studies which have concentrated on the characteristics of those children who display resilient behaviours despite the presence of negative individual, family or environmental factors. A range of internal and external ‘protective factors’ that contribute to childhood resilience has been identified in the literature.The research being presented here reports on one phase of a longitudinal study that is tracking children originally identified as displaying resilient or non-resilient behaviour. After one year, the persistence of resilient or non-resilient behaviours is noted among the 55 children in the study; the incidence of changed behaviour – either from resilience to non-resilience or vice versa – is low. Case studies of three children are used to illustrate the trends in the findings and to provide real examples of how the presence or absence of protective factors impact on the lives of real children.

A Longitudinal Study of Kindergarten Children At Risk for Reading Disabilities

2011 ◽  
Vol 44 (5) ◽  
pp. 421-430 ◽  
Author(s):  
John K. McNamara ◽  
Mary Scissons ◽  
Naomi Gutknecth
Keyword(s):  
At Risk ◽  
Longitudinal Study ◽  
Reading Disabilities ◽  
Kindergarten Children ◽  
Children At Risk

scholarly journals Impact of lip-reading on speech perception in French-speaking children at risk for reading failure assessed from age 5 to 7

2021 ◽  
Vol Vol. 121 (2) ◽  
pp. 3-18
Author(s):  
Agnès Piquard-Kipffer ◽  
Thalia Cavadini ◽  
Liliane Sprenger-Charolles ◽  
Édouard Gentaz
Keyword(s):  
At Risk ◽  
Speech Perception ◽  
Reading Failure ◽  
Children At Risk ◽  
Lip Reading ◽  
French Speaking

scholarly journals Predictors of and barriers to service use for children at risk of ADHD: longitudinal study

2014 ◽  
Vol 24 (5) ◽  
pp. 545-552 ◽  
Author(s):  
Kapil Sayal ◽  
Jonathan Mills ◽  
Kate White ◽  
Christine Merrell ◽  
Peter Tymms
Keyword(s):  
At Risk ◽  
Longitudinal Study ◽  
Service Use ◽  
Children At Risk ◽  
Barriers To Service

Dutch Children at Risk of Poverty

2014 ◽  
Vol 105 (2) ◽  
pp. 237-239 ◽  
Author(s):  
Paul J.M. Van Steen ◽  
Piet H. Pellenbarg
Keyword(s):  
At Risk ◽  
Children At Risk ◽  
Dutch Children
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