{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,8]],"date-time":"2026-10-08T22:50:36Z","timestamp":1791499836976,"version":"4.3.4"},"reference-count":38,"publisher":"Wiley","issue":"7","license":[{"start":{"date-parts":[[2013,5,29]],"date-time":"2013-05-29T00:00:00Z","timestamp":1369785600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Child Psychology Psychiatry"],"published-print":{"date-parts":[[2013,7]]},"abstract":"\n Background<\/jats:title>\n \n In typical development, early reading is underpinned by language skills, like vocabulary and phonological awareness (\n PA<\/jats:styled-content>\n ), as well as taught skills like letter knowledge. Less is understood about how early reading develops in children with neurodevelopmental disorders who display specific profiles of linguistic strengths and weaknesses, such as Down syndrome (\n DS<\/jats:styled-content>\n ) and Williams syndrome (\n WS<\/jats:styled-content>\n ).\n <\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n \n Early reading, letter knowledge, rhyme matching, phoneme matching and receptive vocabulary were assessed in 26 children with\n DS<\/jats:styled-content>\n and 26 children with\n WS<\/jats:styled-content>\n between 4 and 8\u00a0years, as well as in two groups of typically developing (\n TD<\/jats:styled-content>\n ) children matched on nonverbal mental age (\n NVMA<\/jats:styled-content>\n controls) or reading (\n RA<\/jats:styled-content>\n controls). Reading was also measured 1\u00a0year later in\n DS<\/jats:styled-content>\n ,\n WS<\/jats:styled-content>\n and\n RA<\/jats:styled-content>\n controls to assess reading growth and its longitudinal predictors.\n <\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n \n Despite poor\n PA<\/jats:styled-content>\n and vocabulary, children with\n DS<\/jats:styled-content>\n displayed good reading and letter knowledge, compared with\n NVMA<\/jats:styled-content>\n controls. Performance of children with\n WS<\/jats:styled-content>\n was equivalent to\n RA<\/jats:styled-content>\n controls and superior to\n NVMA<\/jats:styled-content>\n controls on all tasks. Longitudinal delays emerged in reading in both\n DS<\/jats:styled-content>\n and\n WS<\/jats:styled-content>\n compared with\n RA<\/jats:styled-content>\n controls. Vocabulary was a significant longitudinal predictor of reading growth for all children, but, for both children with\n DS<\/jats:styled-content>\n and\n WS<\/jats:styled-content>\n , and unlike\n RA<\/jats:styled-content>\n controls, letter knowledge and PA were not.\n <\/jats:p>\n <\/jats:sec>\n \n Conclusions<\/jats:title>\n \n Children with\n DS<\/jats:styled-content>\n and\n WS<\/jats:styled-content>\n display atypical developmental patterns in the earliest stages of reading, further underlining the importance of cross\u2010syndrome, longitudinal research, which tracks all levels of development in neurodevelopmental disorders. Identifying early syndrome\u2010specific profiles of strengths and weaknesses underlying literacy development is critical for planning intervention programmes.\n <\/jats:p>\n <\/jats:sec>","DOI":"10.1111\/jcpp.12070","type":"journal-article","created":{"date-parts":[[2013,5,29]],"date-time":"2013-05-29T21:48:20Z","timestamp":1369864100000},"page":"754-762","source":"Crossref","is-referenced-by-count":73,"title":["Learning to read in Williams syndrome and Down syndrome: syndrome\u2010specific precursors and developmental trajectories"],"prefix":"10.1111","volume":"54","author":[{"given":"Ann","family":"Steele","sequence":"first","affiliation":[{"name":"Attention, Brain and Cognitive Development Group Department of Experimental Psychology University of Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Gaia","family":"Scerif","sequence":"additional","affiliation":[{"name":"Attention, Brain and Cognitive Development Group Department of Experimental Psychology 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