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The present study investigated to what extent children with specific language impairment (SLI) differ in their early numeracy skills, when compared to normal language achieving (NLA) children. It was also explored which precursors were related to the early numeracy skills in both groups. Sixty-one children with SLI (6; 1 years) and 111 NLA children (6; 2(More)
UNLABELLED Learning to read is a major obstacle for children who are deaf. The otherwise significant role of phonology is often limited as a result of hearing loss. However, semantic knowledge may facilitate reading comprehension. One important aspect of semantic knowledge concerns semantic categorization. In the present study, the quality of the semantic(More)
The purpose of the present study was to explore the possibilities for the assessment of growth in phonological awareness of children in kindergarten and first grade. Phonological awareness was measured using four sets of items involving rhyming, phoneme identification, phoneme blending, and phoneme segmentation. The results of an exploratory factor analysis(More)
This study examined associations of communicative skills, social behavior, and personality with acceptance and popularity as a function of hearing status, gender, and educational setting. Participants were 87 deaf and 672 hearing early adolescents of 52 6th grade classrooms in mainstream and special education. Acceptance varied as a function of hearing(More)
In this article, we will describe the development of an assessment instrument for Sign Language of the Netherlands (SLN) for deaf children in bilingual education programs. The assessment instrument consists of nine computerized tests in which the receptive and expressive language skills of deaf children at different linguistic levels (phonology, vocabulary,(More)
The present study examined the long-term effects of a computer intervention for the development of phonological awareness in Dutch kindergartners. Native Dutch and immigrant children worked with the software 15 min/week during one school year. Following a pretest – interim test – post-test – retention test design, the effects on rhyming, phonemic(More)
AIMS QEEG and neuropsychological tests were used to investigate the underlying neural processes in dyslexia. METHODS A group of dyslexic children were compared with a matched control group from the Brain Resource International Database on measures of cognition and brain function (EEG and coherence). RESULTS The dyslexic group showed increased slow(More)
The present study compared the performances of young children with specific language impairment (SLI) to that of typically developing (TD) children on cognitive measures of working memory (WM) and behavioral ratings of executive functions (EF). The Automated Working Memory Assessment was administered to 58 children with SLI and 58 TD children aged 4 and 5(More)