Valerie Muter

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The authors present the results of a 2-year longitudinal study of 90 British children beginning at school entry when they were 4 years 9 months old (range = 4 years 2 months to 5 years 2 months). The relationships among early phonological skills, letter knowledge, grammatical skills, and vocabulary knowledge were investigated as predictors of word(More)
We present a longitudinal study of children in the first two years of learning to read. A battery of tests of phonological skills administered when the children were prereaders identified two distinct and relatively independent factors, Rhyming (defined by measures of rhyme detection and rhyme production) and Segmentation (defined by measures of phoneme(More)
Thirty-eight 3- to 5-year-old children with unilateral lesions sustained pre- or peri-natally were studied longitudinally over a 2-year period, and their IQ scores compared with those of 20 "medical' controls. The failure to discover laterality effects following early unilateral injury supports the hypothesis of at least broad functional equipotentiality.(More)
BACKGROUND This study is the follow-up in early adolescence of children born to families with a history of dyslexia (Gallagher, Frith, & Snowling, 2000). METHODS Fifty young people with a family history of dyslexia and 20 young people from control families were assessed at 12-13 years on a battery of tests of literacy and language skills, and they(More)
Views on human brain organization early in development have swung back and forth between the extreme notions of complete equipotentiality and adult-like specialization. Recent research on the cognitive effects of early brain damage supports an intermediate position and suggests that many claims on the older literature must be re-examined in the light of new(More)
Sixteen rats, eight with bipolar electrodes implanted bilaterally in the anterodorsal head of the caudate-putamen and eight with similar electrodes in the posteroventral caudate-putamen, learned a spatial and a form discrimination task and their reversals while receiving "continuous" stimulation. Rats receiving stimulation to the anterodorsal(More)
Two studies investigated young children's use of analogies in reading. In Study 1, 6-year-old children were trained to criterion on a series of clue words. Following training, they read more words that shared spelling patterns with the clue words than control words. However, this effect was reduced when the clue word was not exposed at post-test. Study 2(More)
Attention-deficit hyperactivity disorder (ADHD) and Gilles de la Tourette syndrome (GTS) are commonly co-occurring neurodevelopmental conditions. This article explores the mechanism of co-occurrence by describing shared biogenetic, neural, and cognitive risk factors between the two disorders. Neuroanatomical risk factors underlie atypical neuropsychological(More)
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