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Developmental Neurorehabilitation Volume 16, 2013 - Issue 3
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Research Article

Tracking development from early speech-language acquisition to reading skills at age 13

Katrin D. Bartl-PokornyInstitute of Physiology (IN:spired; Developmental Physiology & Developmental Neuroscience), Center for Physiological Medicine, Medical University of Graz, Austria
,
Peter B. MarschikInstitute of Physiology (IN:spired; Developmental Physiology & Developmental Neuroscience), Center for Physiological Medicine, Medical University of Graz, AustriaCorrespondence[email protected]
,
Steffi SachseTransfer Center for Neuroscience and Learning, University of Ulm, Germany
,
Vanessa A. GreenSchool of Educational Psychology and Pedagogy, Victoria University of Wellington, Wellington, New Zealand
,
Dajie ZhangDepartment of Psychology, Karl-Franzens University Graz, Austria
,
Larah Van Der MeerSchool of Educational Psychology and Pedagogy, Victoria University of Wellington, Wellington, New Zealand
,
Thomas WolinInstitute of Physiology (IN:spired; Developmental Physiology & Developmental Neuroscience), Center for Physiological Medicine, Medical University of Graz, Austria
&
Christa EinspielerInstitute of Physiology (IN:spired; Developmental Physiology & Developmental Neuroscience), Center for Physiological Medicine, Medical University of Graz, Austria
 show all
Pages 188-195 | Received 30 Jan 2013, Accepted 31 Jan 2013, Published online: 11 Mar 2013

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Read on this site (3)

Elin Reikerås & Anne Elisabeth Dahle. (2022) Relations between reading skill level in fifth grade and functional language skills at toddler age. European Early Childhood Education Research Journal 30:6, pages 961-974.
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Mary Knight-McKenna, Heidi L. Hollingsworth & Judy Esposito. (2020) Strong beginnings for babies: families’ language stimulation of infants from low-income backgrounds. Journal of Children and Poverty 26:2, pages 105-124.
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Giulia Sommariva, Tiziana Zilli, Cristiano Crescentini, Andrea Marini, Chiara Pilotto, Martina Venchiarutti, Anna Jolanda Gortan, Franco Fabbro & Paola Cogo. (2020) Toward a characterization of language development in children with congenital heart disease: A pilot study. Child Neuropsychology 26:1, pages 1-14.
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Articles from other publishers (9)

Eija Aalto, Katri Saaristo-Helin & Suvi Stolt. (2022) Associations between early pre-reading and phonological skills in the light of auditory word recognition and lexical ability. First Language 43:3, pages 237-252.
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Anders Højen, Dorthe Bleses & Philip S. Dale. 2022. Language Assessments for Preschool Children. Language Assessments for Preschool Children.
Hanne Næss Hjetland, Ellen Iren Brinchmann, Ronny Scherer, Charles Hulme & Monica Melby-Lervåg. (2020) Preschool pathways to reading comprehension: A systematic meta-analytic review. Educational Research Review 30, pages 100323.
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Nicola Grossheinrich, Gerd Schulte‐Körne, Peter B Marschik, Stefanie Kademann, Waldemar von Suchodoletz & Steffi Sachse. (2019) School‐age outcomes of late‐talking toddlers: Long‐term effects of an early lexical deficit. Developmental Science 22:6.
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Magdalena Krieber, Katrin D. Bartl-Pokorny, Florian B. Pokorny, Dajie Zhang, Karin Landerl, Christof Körner, Franz Pernkopf, Thomas Pock, Christa Einspieler & Peter B. Marschik. (2017) Eye Movements during Silent and Oral Reading in a Regular Orthography: Basic Characteristics and Correlations with Childhood Cognitive Abilities and Adolescent Reading Skills. PLOS ONE 12:2, pages e0170986.
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Hanne Næss Hjetland, Ellen Irén Brinchmann, Ronny Scherer & Monica Melby‐Lervåg. (2017) Preschool predictors of later reading comprehension ability: a systematic review. Campbell Systematic Reviews 13:1, pages 1-155.
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Laurie S. Glezer, Guinevere Eden, Xiong Jiang, Megan Luetje, Eileen Napoliello, Judy Kim & Maximilian Riesenhuber. (2016) Uncovering phonological and orthographic selectivity across the reading network using fMRI-RA. NeuroImage 138, pages 248-256.
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Lauri H. Nelson, Whitney Wright & Elizabeth W. Parker. (2015) Embedding Music Into Language and Literacy Instruction for Young Children Who Are Deaf or Hard of Hearing. Young Exceptional Children 19:1, pages 27-38.
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Magdalena Krieber, Katrin D. Bartl-Pokorny, Florian B. Pokorny, Christa Einspieler, Andrea Langmann, Christof Körner, Terje Falck-Ytter & Peter B. Marschik. (2016) The Relation between Reading Skills and Eye Movement Patterns in Adolescent Readers: Evidence from a Regular Orthography. PLOS ONE 11:1, pages e0145934.
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