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Journal of Research in Childhood Education Volume 31, 2017 - Issue 2
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Original Articles

Detecting Preschool Language Impairment and Risk of Developmental Dyslexia

Turid HellandFaculty of Psychology, University of Bergen, Bergen, NorwayCorrespondence[email protected]
,
Lise Øen JonesFaculty of Psychology, University of Bergen, Bergen, Norway
&
Wenche HellandFaculty of Psychology, University of Bergen, Bergen, Norway;Helse Fonna, Norway
Pages 295-311 | Received 11 Mar 2016, Accepted 02 Nov 2016, Published online: 28 Feb 2017

Citations (11)

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Maya Dybvig Joner, Elin Reikerås & Marit Alvestad. (2022) Children with language difficulties: identification and adapted language provision in Early Childhood Education and Care, and subsequent assessment by the Educational Psychological Service. European Early Childhood Education Research Journal 30:5, pages 758-772.
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Anne Elisabeth Dahle & Inger Kristine Løge. (2018) Co-existing weak language skills and weak social skills in 33-month-old Norwegian children referred to the School Psychology Service for language difficulties or social difficulties. European Early Childhood Education Research Journal 26:6, pages 909-926.
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Articles from other publishers (9)

Wenche A. Helland, Eline Aaland, Karoline L. Furebotn, Junna Nilsen, Helene Pettersen, Anne Lise Roe, Ann Kristin S. Wathne & Frøydis Morken. (2024) Investigating pragmatic abilities in 5- to 7-year-old Norwegian children: A study using the Pragma test. First Language.
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Fatma Alkaf, Mahmoud Mohamed Emam, Rashid Almehrizi, Ali-Mahdi Kazem, Gary A. Troia & Muna Al-Bulushi. (2023) Predicting Written Language Competence and Pragmatics in Students at Risk of Reading Disability in Oman Using Teacher Report Data. Communication Disorders Quarterly 45:2, pages 83-96.
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Maya Dybvig Joner. (2024) Cause for Concern? The Relationship Between Language Skills in Toddlers and Later Reading Skills in School. Early Childhood Education Journal.
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Ahmed Alduais, Marinella Majorano, Clara Andrés‐Roqueta, Patricia Hamaguchi, Valentina Persici & Fawaz Qasem. (2022) Conceptualizing, defining, and assessing pragmatic language impairment in clinical settings: A scoping review. Infant and Child Development 31:6.
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Cristina Quiroga Bernardos, Santiago López Gómez, Patricia María Iglesias Souto, Rosa María Rivas Torres & Eva María Taboada Ares. (2022) The Detection of Early Reading Performance and Its Relationship with Biopsychosocial Risk Factors in the Study of Learning Difficulties. European Journal of Investigation in Health, Psychology and Education 12:8, pages 1205-1219.
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Lise Reindal, Per Håkan Brøndbo & Thomas Jozefiak. (2022) Måleegenskaper ved den norske versjonen av The Children’s Communication Checklist - Second Edition (CCC-2). PsykTestBarn 12:1, pages 1-16.
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Katelyn Mullikin, Michelle Stransky, Shalini Tendulkar, Mary Casey & Karen Kosinski. (2021) Informal preparation and years of experience: Key correlates of dyslexia knowledge among Massachusetts early elementary teachers. Dyslexia 27:4, pages 510-524.
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Turid Helland, Frøydis Morken & Wenche A. Helland. (2021) Kindergarten screening tools filled out by parents and teachers targeting dyslexia. Predictions and developmental trajectories from age 5 to age 15 years. Dyslexia 27:4, pages 413-435.
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Hilde Lowell Gunnerud. 2021. Bilingualism : Advantages and Disadvantages in Cognitive Processing, Language and Reading Comprehension. Bilingualism : Advantages and Disadvantages in Cognitive Processing, Language and Reading Comprehension.

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