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Neurodevelopmental Disorders Across the LifespanA neuroconstructivist approach$
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Emily K. Farran and Annette Karmiloff-Smith

Print publication date: 2011

Print ISBN-13: 9780199594818

Published to Oxford Scholarship Online: May 2012

DOI: 10.1093/acprof:oso/9780199594818.001.0001

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PRINTED FROM OXFORD SCHOLARSHIP ONLINE (oxford.universitypressscholarship.com). (c) Copyright Oxford University Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 24 January 2022

Literacy

Literacy

Chapter:
(p.313) Chapter 17 Literacy
Source:
Neurodevelopmental Disorders Across the Lifespan
Author(s):

Yvonne M. Griffiths

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199594818.003.0076

This chapter reviews the evidence on reading development in Williams syndrome (WS) and two other genetically based neurodevelopmental disorders of language — dyslexia and Down syndrome (DS). By taking a developmental approach to the study of reading in WS and other learning difficulties, the chapter begins with a short review of the literature on typical reading development, with a focus on the role of phonological and higher oral language in early word reading development. This provides a theoretical framework to consider how and why the processes involved in typical reading development may be impaired in children with learning difficulties. An examination of the similarities and differences in phenotypic reading and cognitive-linguistic profiles across WS, DS, and dyslexia identifies possible syndrome-specific or general cognitive-linguistic factors contributing to variation in the severity of reading difficulties and outcomes. Finally, the chapter considers practical implications for reading intervention for individuals with WS.

Keywords:   Williams syndrome, downs syndrome, dyslexia, reading development, neurodevelopmental disorders, learning problems

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