{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,30]],"date-time":"2026-10-30T14:36:00Z","timestamp":1793370960211,"version":"4.5.0"},"reference-count":276,"publisher":"SAGE Publications","license":[{"start":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T00:00:00Z","timestamp":1787875200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"},{"start":{"date-parts":[[2026,8,28]],"date-time":"2026-08-28T00:00:00Z","timestamp":1787875200000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"funder":[{"DOI":"10.13039\/501100000691","name":"Academy of Medical Sciences","doi-asserted-by":"publisher","award":["SBF006\/1031"],"award-info":[{"award-number":["SBF006\/1031"]}],"id":[{"id":"10.13039\/501100000691","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100003986","name":"Jacobs Foundation","doi-asserted-by":"publisher","award":["EvB"],"award-info":[{"award-number":["EvB"]}],"id":[{"id":"10.13039\/501100003986","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100000265","name":"Medical Research Council","doi-asserted-by":"publisher","award":["MR\/X003647\/1"],"award-info":[{"award-number":["MR\/X003647\/1"]}],"id":[{"id":"10.13039\/501100000265","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100003246","name":"Nederlandse Organisatie voor Wetenschappelijk Onderzoek","doi-asserted-by":"publisher","award":["VI.Vidi.221G.007"],"award-info":[{"award-number":["VI.Vidi.221G.007"]}],"id":[{"id":"10.13039\/501100003246","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100000781","name":"European Research Council","doi-asserted-by":"publisher","award":["101076726"],"award-info":[{"award-number":["101076726"]}],"id":[{"id":"10.13039\/501100000781","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100005416","name":"Norges Forskningsrad","doi-asserted-by":"publisher","award":["335634"],"award-info":[{"award-number":["335634"]}],"id":[{"id":"10.13039\/501100005416","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Quarterly Journal of Experimental Psychology"],"abstract":"<jats:p>Why do some children learn to talk or read more easily than others? We review recent advances in genetics, neuroscience, cognition and intervention research. About half of the variation in language and reading outcomes is explained by genetic differences. Yet genes and environments are intertwined \u2013 for example, children\u2019s early language exposure is partly shaped by their parents\u2019 genetically influenced traits. Neuroimaging studies show that language and reading disorders involve not only domain-specific brain regions but also subcortical systems supporting learning in general. In cognition, a move beyond identifying core deficits towards understanding how children actively learn offers new insights into diverse developmental pathways. We highlight how interventions not only draw from but also contribute to theory, by revealing the mechanisms that drive change. Throughout, we emphasise how longitudinal and intervention studies have helped us distinguish which neural and cognitive characteristics are stable traits versus those that are responsive to intervention. We advocate for developmentally sensitive, large-scale studies and open, interdisciplinary collaboration among researchers and practitioners to advance our understanding of reading and language disorders and improve children\u2019s outcomes.<\/jats:p>","DOI":"10.1177\/17470218261486347","type":"journal-article","created":{"date-parts":[[2026,8,29]],"date-time":"2026-08-29T06:33:28Z","timestamp":1787985208000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":0,"title":["Progress and Perspectives on Developmental Language and Reading Disorders"],"prefix":"10.1177","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-5860-5745","authenticated-orcid":false,"given":"Elsje","family":"van Bergen","sequence":"first","affiliation":[{"name":"Department of Biological Psychology, Vrije Universiteit Amsterdam, the Netherlands"},{"name":"Research Institute LEARN!, Vrije Universiteit Amsterdam, the Netherlands"},{"name":"Amsterdam Public Health Research Institute, the Netherlands"},{"name":"PROMENTA Research Center, Department of Psychology, University of Oslo, Norway"},{"name":"Department of Medical Epidemiology and Biostatistics, Karolinska Institutet, Stockholm, Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7167-6081","authenticated-orcid":false,"given":"Nicola","family":"Dawson","sequence":"additional","affiliation":[{"name":"Department of Experimental Psychology, University of Oxford, UK"},{"name":"Moor House Research and Training Institute, Moor House School &amp; College, Oxted, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5214-0035","authenticated-orcid":false,"given":"Emma","family":"James","sequence":"additional","affiliation":[{"name":"Department of Psychology, University of York, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-6466-141X","authenticated-orcid":false,"given":"Saloni","family":"Krishnan","sequence":"additional","affiliation":[{"name":"Division of Psychology and Language Sciences, University College London, UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2026,8,28]]},"reference":[{"key":"e_1_3_3_2_1","doi-asserted-by":"crossref","unstructured":"Adlof S. M. Baron L. S. Bell B. A. Scoggins J. (2021). Spoken word learning in children with developmental language disorder or dyslexia. Journal of Speech Language and Hearing Research 64(7) 2734\u20132749. https:\/\/doi.org\/10.1044\/2021_JSLHR-20-00217","DOI":"10.1044\/2021_JSLHR-20-00217"},{"key":"e_1_3_3_3_1","doi-asserted-by":"crossref","unstructured":"Adlof S. M. Hogan T. P. (2018). Understanding dyslexia in the context of developmental language disorders. Language Speech and Hearing Services in Schools 49(4) 762\u2013773. https:\/\/doi.org\/10.1044\/2018_LSHSS-DYSLC-18-0049","DOI":"10.1044\/2018_LSHSS-DYSLC-18-0049"},{"key":"e_1_3_3_4_1","doi-asserted-by":"crossref","unstructured":"Aksayli N. D. Sala G. Gobet F. (2019). The cognitive and academic benefits of Cogmed: A meta-analysis. Educational Research Review 27 229\u2013243. https:\/\/doi.org\/10.1016\/j.edurev.2019.04.003","DOI":"10.1016\/j.edurev.2019.04.003"},{"key":"e_1_3_3_5_1","doi-asserted-by":"crossref","unstructured":"Alonzo C. N. Komesidou R. Wolter J. A. Curran M. Ricketts J. Hogan T. P. (2022). Building sustainable models of research-practice partnerships within educational systems. American Journal of Speech-Language Pathology 31(3) 1026\u20131038. https:\/\/doi.org\/10.1044\/2021_AJSLP-21-00181","DOI":"10.1044\/2021_AJSLP-21-00181"},{"key":"e_1_3_3_6_1","doi-asserted-by":"crossref","unstructured":"American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders. DSM Library. https:\/\/dsm.psychiatryonline.org\/doi\/book\/10.1176\/appi.books.9780890425787","DOI":"10.1176\/appi.books.9780890425787"},{"key":"e_1_3_3_7_1","doi-asserted-by":"crossref","unstructured":"Andreola C. Mascheretti S. Belotti R. Ogliari A. Marino C. Battaglia M. Scaini S. (2021). The heritability of reading and reading-related neurocognitive components: A multi-level meta-analysis. Neuroscience & Biobehavioral Reviews 121 175\u2013200. https:\/\/doi.org\/10.1016\/j.neubiorev.2020.11.016","DOI":"10.1016\/j.neubiorev.2020.11.016"},{"key":"e_1_3_3_8_1","doi-asserted-by":"crossref","unstructured":"Ansari R. Chiat S. Cartwright M. Herman R. (2025). Vocabulary interventions for children with developmental language disorder: A systematic review. Frontiers in Psychology 16 1517311. https:\/\/doi.org\/10.3389\/fpsyg.2025.1517311","DOI":"10.3389\/fpsyg.2025.1517311"},{"key":"e_1_3_3_9_1","doi-asserted-by":"crossref","unstructured":"Archibald L. M. D. Gathercole S. E. (2006). Short-term and working memory in specific language impairment. International Journal of Language & Communication Disorders 41(6) 675\u2013693. https:\/\/doi.org\/10.1080\/13682820500442602","DOI":"10.1080\/13682820500442602"},{"key":"e_1_3_3_10_1","doi-asserted-by":"crossref","unstructured":"Asaridou S. S. Cler G. J. Wiedemann A. Krishnan S. Smith H. J. Willis H. E. Healy M. P. Watkins K. E. (2024). Microstructural properties of the cerebellar peduncles in children with developmental language disorder. Neurobiology of Language 5(3) 774\u2013794. https:\/\/doi.org\/10.1162\/nol_a_00142","DOI":"10.1162\/nol_a_00142"},{"key":"e_1_3_3_11_1","doi-asserted-by":"crossref","unstructured":"Asaridou S. S. Demir-Lira \u00d6. E. Goldin-Meadow S. Levine S. C. Small S. L. (2020). Language development and brain reorganization in a child born without the left hemisphere. Cortex 127 290\u2013312. https:\/\/doi.org\/10.1016\/j.cortex.2020.02.006","DOI":"10.1016\/j.cortex.2020.02.006"},{"key":"e_1_3_3_12_1","doi-asserted-by":"crossref","unstructured":"Asaridou S. S. Watkins K. E. (2022). Neural basis of speech and language impairments in development: The case of developmental language disorder. In K. Cohen Kadosh (Ed.) Oxford handbook of developmental cognitive neuroscience (pp. 645\u2013668). Oxford University Press. https:\/\/doi.org\/10.1093\/oxfordhb\/9780198827474.013.19","DOI":"10.1093\/oxfordhb\/9780198827474.013.19"},{"key":"e_1_3_3_13_1","doi-asserted-by":"crossref","unstructured":"Astle D. E. Fletcher-Watson S. (2020). Beyond the core-deficit hypothesis in developmental disorders. Current Directions in Psychological Science 29(5) 431\u2013437. https:\/\/doi.org\/10.1177\/0963721420925518","DOI":"10.1177\/0963721420925518"},{"key":"e_1_3_3_14_1","doi-asserted-by":"crossref","unstructured":"Astle D. E. Holmes J. Kievit R. Gathercole S. E. (2022). Annual research review: The transdiagnostic revolution in neurodevelopmental disorders. Journal of Child Psychology and Psychiatry 63(4) 397\u2013417. https:\/\/doi.org\/10.1111\/jcpp.13481","DOI":"10.1111\/jcpp.13481"},{"key":"e_1_3_3_15_1","doi-asserted-by":"crossref","unstructured":"Badcock N. A. Bishop D. V. M. Hardiman M. J. Barry J. G. Watkins K. E. (2012). Co-localisation of abnormal brain structure and function in specific language impairment. Brain and Language 120(3) 310\u2013320. https:\/\/doi.org\/10.1016\/j.bandl.2011.10.006","DOI":"10.1016\/j.bandl.2011.10.006"},{"key":"e_1_3_3_16_1","doi-asserted-by":"crossref","unstructured":"Bahar N. Cler G. J. Krishnan S. Asaridou S. S. Smith H. J. Willis H. E. Healy M. P. Watkins K. E. (2024). Differences in cortical surface area in developmental language disorder. Neurobiology of Language 5(2) 288\u2013314. https:\/\/doi.org\/10.1162\/nol_a_00127","DOI":"10.1162\/nol_a_00127"},{"key":"e_1_3_3_17_1","doi-asserted-by":"crossref","unstructured":"Baron L. S. Arbel Y. (2022). An implicit-explicit framework for intervention methods in developmental language disorder. American Journal of Speech-Language Pathology 31(4) 1557\u20131573. https:\/\/doi.org\/10.1044\/2022_AJSLP-21-00172","DOI":"10.1044\/2022_AJSLP-21-00172"},{"key":"e_1_3_3_18_1","volume-title":"Bringing words to life: Robust vocabulary instruction","author":"Beck I. L.","year":"2002","unstructured":"Beck I. L., McKeown M. G., Kucan L. (2002). Bringing words to life: Robust vocabulary instruction. Guilford Press."},{"key":"e_1_3_3_19_1","doi-asserted-by":"crossref","unstructured":"Ben-Shachar M. Dougherty R. F. Deutsch G. K. Wandell B. A. (2011). The development of cortical sensitivity to visual word forms. Journal of Cognitive Neuroscience 23(9) 2387\u20132399. https:\/\/doi.org\/10.1162\/jocn.2011.21615","DOI":"10.1162\/jocn.2011.21615"},{"key":"e_1_3_3_20_1","doi-asserted-by":"crossref","unstructured":"Ben-Zion D. Gabitov E. Bitan T. Prior A. (2023). Impaired extraction and consolidation of morphological regularities in developmental dyslexia: A domain general deficit? Neuropsychologia 188 Article 108652. https:\/\/doi.org\/10.1016\/j.neuropsychologia.2023.108652","DOI":"10.1016\/j.neuropsychologia.2023.108652"},{"key":"e_1_3_3_21_1","volume-title":"The Bercow Report: A review of services for children and young people (0\u201319) with speech, language and communication needs","author":"Bercow J.","year":"2008","unstructured":"Bercow J. (2008). The Bercow Report: A review of services for children and young people (0\u201319) with speech, language and communication needs. Department for Children, Schools and Families."},{"key":"e_1_3_3_22_1","doi-asserted-by":"crossref","unstructured":"Bialystok E. Craik F. I. M. Luk G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences 16(4) 240\u2013250. https:\/\/doi.org\/10.1016\/j.tics.2012.03.001","DOI":"10.1016\/j.tics.2012.03.001"},{"key":"e_1_3_3_23_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. (1989). Autism Asperger\u2019s syndrome and semantic-pragmatic disorder: Where are the boundaries? British Journal of Disorders of Communication 24(2) 107\u2013121. https:\/\/doi.org\/10.3109\/13682828909011951","DOI":"10.3109\/13682828909011951"},{"key":"e_1_3_3_24_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. (1997). Cognitive neuropsychology and developmental disorders: Uncomfortable bedfellows. The Quarterly Journal of Experimental Psychology Section A 50(4) 899\u2013923. https:\/\/doi.org\/10.1080\/713755740","DOI":"10.1080\/713755740"},{"key":"e_1_3_3_25_1","volume-title":"Speech and language impairments in children","author":"Bishop D. V. M.","year":"2000","unstructured":"Bishop D. V. M. (2000). Pragmatic language impairment: A correlate of SLI, a distinct subgroup, or part of the autistic continuum? In Speech and language impairments in children. Psychology Press."},{"key":"e_1_3_3_26_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. (2003). Autism and specific language impairment: Categorical distinction or continuum? In Autism: Neural basis and treatment possibilities (pp. 213\u2013234). John Wiley & Sons Ltd. https:\/\/doi.org\/10.1002\/0470869380.ch13","DOI":"10.1002\/0470869380.ch13"},{"key":"e_1_3_3_27_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. (2006). What causes specific language impairment in children? Current Directions in Psychological Science 15(5) 217\u2013221. https:\/\/doi.org\/10.1111\/j.1467-8721.2006.00439.x","DOI":"10.1111\/j.1467-8721.2006.00439.x"},{"key":"e_1_3_3_28_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. (2008). Forty years on: Uta Frith\u2019s contribution to research on autism and dyslexia 1966\u20132006. Quarterly Journal of Experimental Psychology 61(1) 16\u201326. https:\/\/doi.org\/10.1080\/17470210701508665","DOI":"10.1080\/17470210701508665"},{"key":"e_1_3_3_29_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. (2009). Specific language impairment as a language learning disability. Child Language Teaching and Therapy 25(2) 163\u2013165. https:\/\/doi.org\/10.1177\/0265659009105889","DOI":"10.1177\/0265659009105889"},{"key":"e_1_3_3_30_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. (2010). Which neurodevelopmental disorders get researched and why? PLoS One 5(11) e15112. https:\/\/doi.org\/10.1371\/journal.pone.0015112","DOI":"10.1371\/journal.pone.0015112"},{"key":"e_1_3_3_31_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. (2013). Cerebral asymmetry and language development: Cause correlate or consequence? Science 340(6138) Article 1230531. https:\/\/doi.org\/10.1126\/science.1230531","DOI":"10.1126\/science.1230531"},{"key":"e_1_3_3_32_1","unstructured":"Bishop D. V. M. (2014 February 17). BishopBlog: Parent talk and child language. BishopBlog. https:\/\/doi.org\/10.6084\/m9.figshare.1030407"},{"key":"e_1_3_3_33_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Adams C. (1990). A prospective study of the relationship between specific language impairment phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry 31(7) 1027\u20131050. https:\/\/doi.org\/10.1111\/j.1469-7610.1990.tb00844.x","DOI":"10.1111\/j.1469-7610.1990.tb00844.x"},{"key":"e_1_3_3_34_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Barry J. G. Hardiman M. J. (2012). Delayed retention of new word-forms is better in children than adults regardless of language ability: A factorial two-way study. PLoS One 7(5) e37326. https:\/\/doi.org\/10.1371\/journal.pone.0037326","DOI":"10.1371\/journal.pone.0037326"},{"key":"e_1_3_3_35_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Bishop S. J. Bright P. James C. Delaney T. Tallal P. (1999). Different origin of auditory and phonological processing problems in children with language impairment. Journal of Speech Language and Hearing Research 42(1) 155\u2013168. https:\/\/doi.org\/10.1044\/jslhr.4201.155","DOI":"10.1044\/jslhr.4201.155"},{"key":"e_1_3_3_36_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Carlyon R. P. Deeks J. M. Bishop S. J. (1999). Auditory temporal processing impairment: Neither necessary nor sufficient for causing language impairment in children. Journal of Speech Language and Hearing Research 42(6) 1295\u20131310. https:\/\/doi.org\/10.1044\/jslhr.4206.1295","DOI":"10.1044\/jslhr.4206.1295"},{"key":"e_1_3_3_37_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Edmundson A. (1987a). Language-impaired 4-year-olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders 52(2) 156\u2013173. https:\/\/doi.org\/10.1044\/jshd.5202.156","DOI":"10.1044\/jshd.5202.156"},{"key":"e_1_3_3_38_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Edmundson A. (1987b). Specific language impairment as a maturational lag: Evidence from longitudinal data on language and motor development. Developmental Medicine & Child Neurology 29(4) 442\u2013459. https:\/\/doi.org\/10.1111\/j.1469-8749.1987.tb02504.x","DOI":"10.1111\/j.1469-8749.1987.tb02504.x"},{"key":"e_1_3_3_39_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Hsu H. J. (2015). The declarative system in children with specific language impairment: A comn of meaningful and meaningless auditory-visual paired associate learning. BMC Psychology 3(1) 3. https:\/\/doi.org\/10.1186\/s40359-015-0062-7","DOI":"10.1186\/s40359-015-0062-7"},{"key":"e_1_3_3_40_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. McDonald D. Bird S. Hayiou-Thomas M. E. (2009). Children who read words accurately despite language impairment: Who are they and how do they do it? Child Development 80(2) 593\u2013605. https:\/\/doi.org\/10.1111\/j.1467-8624.2009.01281.x","DOI":"10.1111\/j.1467-8624.2009.01281.x"},{"key":"e_1_3_3_41_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. North T. Donlan C. (1996). Nonword repetition as a behavioural marker for inherited language impairment: Evidence from a twin study. Journal of Child Psychology and Psychiatry 37(4) 391\u2013403. https:\/\/doi.org\/10.1111\/j.1469-7610.1996.tb01420.x","DOI":"10.1111\/j.1469-7610.1996.tb01420.x"},{"key":"e_1_3_3_42_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Snowling M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin 130(6) 858\u2013886. https:\/\/doi.org\/10.1037\/0033-2909.130.6.858","DOI":"10.1037\/0033-2909.130.6.858"},{"key":"e_1_3_3_43_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Snowling M. J. Thompson P. A. Greenhalgh T. & and the CATALISE-2 Consortium. (2017). Phase 2 of CATALISE: A multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. Journal of Child Psychology and Psychiatry 58(10) 1068\u20131080. https:\/\/doi.org\/10.1111\/jcpp.12721","DOI":"10.1111\/jcpp.12721"},{"key":"e_1_3_3_44_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Snowling M. J. Thompson P. A. Greenhalgh T. & CATALISE Consortium. (2016). CATALISE: A multinational and multidisciplinary Delphi consensus study: Identifying language impairments in children. PLoS One 11(7) Article e0158753. https:\/\/doi.org\/10.1371\/journal.pone.0158753","DOI":"10.1371\/journal.pone.0158753"},{"key":"e_1_3_3_45_1","doi-asserted-by":"crossref","unstructured":"Bishop D. V. M. Thompson P. A. (2023). Evaluating what works: An intuitive guide to intervention research for practitioners. Chapman & Hall\/CRC. https:\/\/doi.org\/10.1201\/9781003453079","DOI":"10.1201\/9781003453079"},{"key":"e_1_3_3_46_1","doi-asserted-by":"crossref","unstructured":"Border R. Johnson E. C. Evans L. M. Smolen A. Berley N. Sullivan P. F. Keller M. C. (2019). No support for historical candidate gene or candidate gene-by-interaction hypotheses for major depression across multiple large samples. American Journal of Psychiatry 176(5) 376\u2013387. https:\/\/doi.org\/10.1176\/appi.ajp.2018.18070881","DOI":"10.1176\/appi.ajp.2018.18070881"},{"key":"e_1_3_3_47_1","doi-asserted-by":"crossref","unstructured":"Bowyer-Crane C. Snowling M. J. Duff F. J. Fieldsend E. Carroll J. M. Miles J. G\u00f6tz K. Hulme C. (2008). Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry 49(4) 422\u2013432. https:\/\/doi.org\/10.1111\/j.1469-7610.2007.01849.x","DOI":"10.1111\/j.1469-7610.2007.01849.x"},{"key":"e_1_3_3_48_1","doi-asserted-by":"crossref","unstructured":"Bradshaw A. R. Woodhead Z. V. J. Thompson P. A. Bishop D. V. M. (2020). Investigation into inconsistent lateralisation of language functions as a potential risk factor for language impairment. European Journal of Neuroscience 51(4) 1106\u20131121. https:\/\/doi.org\/10.1111\/ejn.14623","DOI":"10.1111\/ejn.14623"},{"key":"e_1_3_3_49_1","doi-asserted-by":"crossref","unstructured":"Brem S. Maurer U. Kronbichler M. Schurz M. Richlan F. Blau V. Reithler J. van der Mark S. Schulz E. Bucher K. Moll K. Landerl K. Martin E. Goebel R. Schulte-K\u00f6rne G. Blomert L. Wimmer H. Brandeis D. (2020). Visual word form processing deficits driven by severity of reading impairments in children with developmental dyslexia. Scientific Reports 10(1) 18728. https:\/\/doi.org\/10.1038\/s41598-020-75111-8","DOI":"10.1038\/s41598-020-75111-8"},{"key":"e_1_3_3_50_1","doi-asserted-by":"crossref","unstructured":"Brookes M. J. Leggett J. Rea M. Hill R. M. Holmes N. Boto E. Bowtell R. (2022). Magnetoencephalography with optically pumped magnetometers (OPM-MEG): The next generation of functional neuroimaging. Trends in Neurosciences 45(8) 621\u2013634. https:\/\/doi.org\/10.1016\/j.tins.2022.05.008","DOI":"10.1016\/j.tins.2022.05.008"},{"key":"e_1_3_3_51_1","doi-asserted-by":"crossref","unstructured":"Caravolas M. Lerv\u00e5g A. Mousikou P. Efrim C. Litavsk\u00fd M. Onochie-Quintanilla E. Salas N. Sch\u00f6ffelov\u00e1 M. Defior S. Mikulajov\u00e1 M. Seidlov\u00e1-M\u00e1lkov\u00e1 G. Hulme C. (2012). Common patterns of prediction of literacy development in different alphabetic orthographies. Psychological Science 23(6) 678\u2013686. https:\/\/doi.org\/10.1177\/0956797611434536","DOI":"10.1177\/0956797611434536"},{"key":"e_1_3_3_52_1","doi-asserted-by":"crossref","unstructured":"Carrion-Castillo A. Franke B. Fisher S. E. (2013). Molecular genetics of dyslexia: An overview. Dyslexia 19(4) 214\u2013240. https:\/\/doi.org\/10.1002\/dys.1464","DOI":"10.1002\/dys.1464"},{"key":"e_1_3_3_53_1","doi-asserted-by":"crossref","unstructured":"Carri\u00f3n-Castillo A. Paz-Alonso P. M. Carreiras M. (2023). Brain structure phenotypic and genetic correlates of reading performance. Nature Human Behaviour 7(7) Article 7. https:\/\/doi.org\/10.1038\/s41562-023-01583-z","DOI":"10.1038\/s41562-023-01583-z"},{"key":"e_1_3_3_54_1","doi-asserted-by":"crossref","unstructured":"Carroll J. M. Holden C. Kirby P. Thompson P. A. Snowling M. J. & The Dyslexia Delphi Panel. (2025). Toward a consensus on dyslexia: Findings from a Delphi study. Journal of Child Psychology and Psychiatry 66(7) 1065\u20131076. https:\/\/doi.org\/10.1111\/jcpp.14123","DOI":"10.1111\/jcpp.14123"},{"key":"e_1_3_3_55_1","doi-asserted-by":"crossref","unstructured":"Casey B. J. Cannonier T. Conley M. I. Cohen A. O. Barch D. M. Heitzeg M. M. Soules M. E. Teslovich T. Dellarco D. V. Garavan H. Orr C. A. Wager T. D. Banich M. T. Speer N. K. Sutherland M. T. Riedel M. C. Dick A. S. Bjork J. M. Thomas K. M. Dale A. M. (2018). The adolescent brain cognitive development (ABCD) study: Imaging acquisition across 21 sites. Developmental Cognitive Neuroscience 32 43\u201354. https:\/\/doi.org\/10.1016\/j.dcn.2018.03.001","DOI":"10.1016\/j.dcn.2018.03.001"},{"key":"e_1_3_3_56_1","doi-asserted-by":"crossref","unstructured":"Catts H. W. Adlof S. M. Hogan T. P. Weismer S. E. (2005). Are specific language impairment and dyslexia distinct disorders? Journal of Speech Language and Hearing Research 48(6) 1378\u20131396. https:\/\/doi.org\/10.1044\/1092-4388","DOI":"10.1044\/1092-4388(2005\/096)"},{"key":"e_1_3_3_57_1","doi-asserted-by":"crossref","unstructured":"Catts H. W. Haynes C. W. Joshi R. M. (2026). Defining dyslexia: 2025 Revision. Annals of Dyslexia. Advance online publication. https:\/\/doi.org\/10.1007\/s11881-026-00363-4","DOI":"10.1007\/s11881-026-00363-4"},{"key":"e_1_3_3_58_1","doi-asserted-by":"crossref","unstructured":"Cleave P. L. Becker S. D. Curran M. K. Owen Van Horne A. J. Fey M. E. (2015). The efficacy of recasts in language intervention: A systematic review and meta-analysis. American Journal of Speech-Language Pathology 24(2) 237\u2013255. https:\/\/doi.org\/10.1044\/2015_AJSLP-14-0105","DOI":"10.1044\/2015_AJSLP-14-0105"},{"key":"e_1_3_3_59_1","doi-asserted-by":"crossref","unstructured":"Cler G. J. Asaridou S. S. Bahar N. Krishnan S. Smith H. J. Willis H. E. Healy M. P. Watkins K. E. (2026). Subcortical correlates of developmental language disorder: More than the neostriatum. Brain Communications 8(1) fcaf493. https:\/\/doi.org\/10.1093\/braincomms\/fcaf493","DOI":"10.1093\/braincomms\/fcaf493"},{"key":"e_1_3_3_60_1","doi-asserted-by":"crossref","unstructured":"Colenbrander D. Parsons L. Bowers J. S. Davis C. J. (2022). Assessing the effectiveness of Structured Word Inquiry for students in Grades 3 and 5 with reading and spelling difficulties: A randomized controlled trial. Reading Research Quarterly 57(1) 307\u2013352. https:\/\/doi.org\/10.1002\/rrq.399","DOI":"10.1002\/rrq.399"},{"key":"e_1_3_3_61_1","doi-asserted-by":"crossref","unstructured":"Conti-Ramsden G. Durkin K. Toseeb U. Botting N. Pickles A. (2018). Education and employment outcomes of young adults with a history of developmental language disorder. International Journal of Language & Communication Disorders 53(2) 237\u2013255. https:\/\/doi.org\/10.1111\/1460-6984.12338","DOI":"10.1111\/1460-6984.12338"},{"key":"e_1_3_3_62_1","doi-asserted-by":"crossref","unstructured":"Cruz L. A. Bailey J. N. C. Crawford D. C. (2023). Importance of diversity in precision medicine: Generalizability of genetic associations across ancestry groups toward better identification of disease susceptibility variants. Annual Review of Biomedical Data Science 6 339\u2013356. https:\/\/doi.org\/10.1146\/annurev-biodatasci-122220-113250","DOI":"10.1146\/annurev-biodatasci-122220-113250"},{"key":"e_1_3_3_63_1","doi-asserted-by":"crossref","unstructured":"Davies N. M. Hemani G. Neiderhiser J. M. Martin H. C. Mills M. C. Visscher P. M. Yengo L. Young A. S. Keller M. C. (2024). The importance of family-based sampling for biobanks. Nature 634(8035) 795\u2013803. https:\/\/doi.org\/10.1038\/s41586-024-07721-5","DOI":"10.1038\/s41586-024-07721-5"},{"key":"e_1_3_3_64_1","doi-asserted-by":"crossref","unstructured":"Davis M. H. Gaskell M. G. (2009). A complementary systems account of word learning: Neural and behavioural evidence. Philosophical Transactions of the Royal Society B: Biological Sciences 364(1536) 3773\u20133800. https:\/\/doi.org\/10.1098\/rstb.2009.0111","DOI":"10.1098\/rstb.2009.0111"},{"key":"e_1_3_3_65_1","doi-asserted-by":"crossref","unstructured":"Demange P. A. Hottenga J. J. Abdellaoui A. Eilertsen E. M. Malanchini M. Domingue B. W. Armstrong-Carter E. de Zeeuw E. L. Rimfeld K. Boomsma D. I. van Bergen E. Breen G. Nivard M. G. Cheesman R. (2022). Estimating effects of parents\u2019 cognitive and non-cognitive skills on offspring education using polygenic scores. Nature Communications 13(1) 4801. https:\/\/doi.org\/10.1038\/s41467-022-32003-x","DOI":"10.1038\/s41467-022-32003-x"},{"key":"e_1_3_3_66_1","doi-asserted-by":"crossref","unstructured":"de Zeeuw E. L. de Geus E. J. C. Boomsma D. I. (2015). Meta-analysis of twin studies highlights the importance of genetic variation in primary school educational achievement. Trends in Neuroscience and Education 4(3) 69\u201376. https:\/\/doi.org\/10.1016\/j.tine.2015.06.001","DOI":"10.1016\/j.tine.2015.06.001"},{"key":"e_1_3_3_67_1","volume-title":"Developing a communication supporting classrooms observation tool","author":"Dockrell J. E.","year":"2012","unstructured":"Dockrell J. E., Bakopoulou I., Law J., Spencer S., Lindsay G. (2012). Developing a communication supporting classrooms observation tool (Research Report DFE-RR247-BCRP8). Better Communication Research Programme, Department for Education."},{"key":"e_1_3_3_68_1","doi-asserted-by":"crossref","unstructured":"Doucet G. E. Kruse J. A. Mertens A. Goldsmith C. Eden N. M. Oleson J. McGregor K. K. (2025). Subcortical brain iron and its link to verbal memory in children with developmental language disorder. Brain and Language 261 Article 105531. https:\/\/doi.org\/10.1016\/j.bandl.2024.105531","DOI":"10.1016\/j.bandl.2024.105531"},{"key":"e_1_3_3_69_1","doi-asserted-by":"crossref","unstructured":"Doust C. Fontanillas P. Eising E. Gordon S. D. Wang Z. Alag\u00f6z G. Molz B. Pourcain B. S. Francks C. Marioni R. E. Zhao J. Paracchini S. Talcott J. B. Monaco A. P. Stein J. F. Gruen J. R. Olson R. K. Willcutt E. G. DeFries J. C. Luciano M. (2022). Discovery of 42 genome-wide significant loci associated with dyslexia. Nature Genetics 54(11) 1621\u20131629. https:\/\/doi.org\/10.1038\/s41588-022-01192-y","DOI":"10.1038\/s41588-022-01192-y"},{"key":"e_1_3_3_70_1","doi-asserted-by":"crossref","unstructured":"Duff D. Tomblin J. B. Catts H. (2015a). The influence of reading on vocabulary growth: A case for a Matthew effect. Journal of Speech Language and Hearing Research 58(3) 853\u2013864. https:\/\/doi.org\/10.1044\/2015_JSLHR-L-13-0310","DOI":"10.1044\/2015_JSLHR-L-13-0310"},{"key":"e_1_3_3_71_1","doi-asserted-by":"crossref","unstructured":"Duff F. J. Mengoni S. E. Bailey A. M. Snowling M. J. (2015b). Validity and sensitivity of the phonics screening check: Implications for practice. Journal of Research in Reading 38(2) 109\u2013123. https:\/\/doi.org\/10.1111\/1467-9817.12029","DOI":"10.1111\/1467-9817.12029"},{"key":"e_1_3_3_72_1","doi-asserted-by":"crossref","unstructured":"Duncan L. E. Ostacher M. Ballon J. (2019). How genome-wide association studies (GWAS) made traditional candidate gene studies obsolete. Neuropsychopharmacology 44(9) 1518\u20131523. https:\/\/doi.org\/10.1038\/s41386-019-0389-5","DOI":"10.1038\/s41386-019-0389-5"},{"key":"e_1_3_3_73_1","doi-asserted-by":"crossref","unstructured":"Earle F. S. Landi N. Myers E. B. (2018). Adults with specific language impairment fail to consolidate speech sounds during sleep. Neuroscience Letters 666 58\u201363. https:\/\/doi.org\/10.1016\/j.neulet.2017.12.030","DOI":"10.1016\/j.neulet.2017.12.030"},{"key":"e_1_3_3_74_1","doi-asserted-by":"crossref","unstructured":"Earle F. S. Ullman M. T. (2021). Deficits of learning in procedural memory and consolidation in declarative memory in adults with developmental language disorder. Journal of Speech Language and Hearing Research 64(2) 531\u2013541. https:\/\/doi.org\/10.1044\/2020_JSLHR-20-00292","DOI":"10.1044\/2020_JSLHR-20-00292"},{"key":"e_1_3_3_75_1","doi-asserted-by":"crossref","unstructured":"Ebbels S. H. (2007). Teaching grammar to school-aged children with specific language impairment using Shape Coding. Child Language Teaching and Therapy 23(1) 67\u201393. https:\/\/doi.org\/10.1177\/0265659007072143","DOI":"10.1191\/0265659007072143"},{"key":"e_1_3_3_76_1","doi-asserted-by":"crossref","unstructured":"Ebbels S. H. (2014). Effectiveness of intervention for grammar in school-aged children with primary language impairments: A review of the evidence. Child Language Teaching and Therapy 30(1) 7\u201340. https:\/\/doi.org\/10.1177\/0265659013512321","DOI":"10.1177\/0265659013512321"},{"key":"e_1_3_3_77_1","doi-asserted-by":"crossref","unstructured":"Ebbels S. H. (2017). Intervention research: Appraising study designs interpreting findings and creating research in clinical practice. International Journal of Speech-Language Pathology 19(3) 218\u2013231. https:\/\/doi.org\/10.1080\/17549507.2016.1276215","DOI":"10.1080\/17549507.2016.1276215"},{"key":"e_1_3_3_78_1","doi-asserted-by":"crossref","unstructured":"Ebbels S. H. Gadd M. Nicoll H. Hughes L. Dawson N. Burke C. Calder S. D. Frizelle P. (2024). The effectiveness of individualized morphosyntactic target identification and explicit intervention using the SHAPE CODING system for children with developmental language disorder and the impact of within-session dosage. Language Speech and Hearing Services in Schools 55(3) 803\u2013837. https:\/\/doi.org\/10.1044\/2024_LSHSS-23-00098","DOI":"10.1044\/2024_LSHSS-23-00098"},{"key":"e_1_3_3_79_1","doi-asserted-by":"crossref","unstructured":"Ebbels S. H. McCartney E. Slonims V. Dockrell J. E. Norbury C. F. (2019). Evidence-based pathways to intervention for children with language disorders. International Journal of Language & Communication Disorders 54(1) 3\u201319. https:\/\/doi.org\/10.1111\/1460-6984.12387","DOI":"10.1111\/1460-6984.12387"},{"key":"e_1_3_3_80_1","doi-asserted-by":"crossref","unstructured":"Ehrhorn A. M. Adlof S. M. Fogerty D. Laing S. (2021). Probing phonological processing differences in nonword repetition for children with separate or co-occurring dyslexia and developmental language disorder. Scientific Studies of Reading 25(6) 486\u2013503. https:\/\/doi.org\/10.1080\/10888438.2020.1849223","DOI":"10.1080\/10888438.2020.1849223"},{"key":"e_1_3_3_81_1","doi-asserted-by":"crossref","unstructured":"Ehri L. C. Nunes S. R. Stahl S. A. Willows D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel\u2019s meta-analysis. Review of Educational Research 71(3) 393\u2013447. https:\/\/doi.org\/10.3102\/00346543071003393","DOI":"10.3102\/00346543071003393"},{"key":"e_1_3_3_82_1","doi-asserted-by":"crossref","unstructured":"Eising E. Mirza-Schreiber N. de Zeeuw E. L. Wang C. A. Truong D. T. Allegrini A. G. Shapland C. Y. Zhu G. Wigg K. G. Gerritse M. L. Molz B. Alag\u00f6z G. Gialluisi A. Abbondanza F. Rimfeld K. van Donkelaar M. Liao Z. Jansen P. R. Andlauer T. F. M. Fisher S. E. (2022). Genome-wide analyses of individual differences in quantitatively assessed reading- and language-related skills in up to 34 000 people. Proceedings of the National Academy of Sciences 119(35) Article e2202764119. https:\/\/doi.org\/10.1073\/pnas.2202764119","DOI":"10.1073\/pnas.2202764119"},{"key":"e_1_3_3_83_1","doi-asserted-by":"crossref","unstructured":"Foorman B. R. Petscher Y. Stanley C. Truckenmiller A. (2017). Latent profiles of reading and language and their association with standardized reading outcomes in kindergarten through tenth grade. Journal of Research on Educational Effectiveness 10(3) 619\u2013645. https:\/\/doi.org\/10.1080\/19345747.2016.1237597","DOI":"10.1080\/19345747.2016.1237597"},{"key":"e_1_3_3_84_1","doi-asserted-by":"crossref","unstructured":"Fricke S. Bowyer-Crane C. Haley A. J. Hulme C. Snowling M. J. (2013). Efficacy of language intervention in the early years. Journal of Child Psychology and Psychiatry 54(3) 280\u2013290. https:\/\/doi.org\/10.1111\/jcpp.12010","DOI":"10.1111\/jcpp.12010"},{"key":"e_1_3_3_85_1","doi-asserted-by":"crossref","unstructured":"Fricke S. Burgoyne K. Bowyer-Crane C. Kyriacou M. Zosimidou A. Maxwell L. Lerv\u00e5g A. Snowling M. J. Hulme C. (2017). The efficacy of early language intervention in mainstream school settings: A randomized controlled trial. Journal of Child Psychology and Psychiatry 58(10) 1141\u20131151. https:\/\/doi.org\/10.1111\/jcpp.12737","DOI":"10.1111\/jcpp.12737"},{"key":"e_1_3_3_86_1","doi-asserted-by":"crossref","unstructured":"Frizelle P. McKean C. (2022). Using theory to drive intervention efficacy: The role of dose form in interventions for children with DLD. Children 9(6) 859. https:\/\/doi.org\/10.3390\/children9060859","DOI":"10.3390\/children9060859"},{"key":"e_1_3_3_87_1","doi-asserted-by":"crossref","unstructured":"Frizelle P. McKean C. Eadie P. Ebbels S. Fricke S. Justice L. M. Kunnari S. Leit\u00e3o S. Morgan A. T. Munro N. Murphy C.-A. Storkel H. L. Van Horne A. O. (2023). Editorial Perspective: Maximising the benefits of intervention research for children and young people with developmental language disorder (DLD)-A call for international consensus on standards of reporting in intervention studies for children with and at risk for DLD. Journal of Child Psychology and Psychiatry 64 474\u2013479. https:\/\/doi.org\/10.1111\/jcpp.13694","DOI":"10.1111\/jcpp.13694"},{"key":"e_1_3_3_88_1","doi-asserted-by":"crossref","unstructured":"Frizelle P. Tolonen A.-K. Tulip J. Murphy C.-A. Salda\u00f1a D. McKean C. (2021a). The impact of intervention dose form on oral language outcomes for children with developmental language disorder. Journal of Speech Language and Hearing Research 64(8) 3253\u20133288. https:\/\/doi.org\/10.1044\/2021_JSLHR-20-00734","DOI":"10.1044\/2021_JSLHR-20-00734"},{"key":"e_1_3_3_89_1","doi-asserted-by":"crossref","unstructured":"Frizelle P. Tolonen A.-K. Tulip J. Murphy C.-A. Salda\u00f1a D. McKean C. (2021b). The influence of quantitative intervention dosage on oral language outcomes for children with developmental language disorder: A systematic review and narrative synthesis. Language Speech and Hearing Services in Schools 52(2) 738\u2013754. https:\/\/doi.org\/10.1044\/2020_LSHSS-20-00058","DOI":"10.1044\/2020_LSHSS-20-00058"},{"key":"e_1_3_3_90_1","doi-asserted-by":"crossref","unstructured":"Fuchs D. Fuchs L. S. (2006). Introduction to response to intervention: What why and how valid is it? Reading Research Quarterly 41(1) 93\u201399. https:\/\/doi.org\/10.1598\/RRQ.41.1.4","DOI":"10.1598\/RRQ.41.1.4"},{"key":"e_1_3_3_91_1","doi-asserted-by":"crossref","unstructured":"Gordon K. R. Storkel H. L. Lowry S. L. Ohlmann N. B. (2021). Word learning by preschool-age children with developmental language disorder: Impaired encoding and robust consolidation during slow mapping. Journal of Speech Language and Hearing Research : JSLHR 64(11) 4250\u20134270. https:\/\/doi.org\/10.1044\/2021_JSLHR-21-00046","DOI":"10.1044\/2021_JSLHR-21-00046"},{"key":"e_1_3_3_92_1","doi-asserted-by":"crossref","unstructured":"Graf Estes K. Evans J. L. Else-Quest N. M. (2007). Differences in the nonword repetition performance of children with and without specific language impairment: A meta-analysis. Journal of Speech Language and Hearing Research 50(1) 177\u2013195. https:\/\/doi.org\/10.1044\/1092-4388(2007\/015)","DOI":"10.1044\/1092-4388(2007\/015)"},{"key":"e_1_3_3_93_1","doi-asserted-by":"crossref","unstructured":"Grande G. Amland T. van Bergen E. Melby-Lerv\u00e5g M. Lerv\u00e5g A. (2025). The intergenerational impact of mothers and fathers on children\u2019s word reading development. Journal of Child Psychology and Psychiatry. 66(7) 946\u2013955. https:\/\/doi.org\/10.1111\/jcpp.14107","DOI":"10.1111\/jcpp.14107"},{"key":"e_1_3_3_94_1","doi-asserted-by":"crossref","unstructured":"Gray S. Fox A. B. Green S. Alt M. Hogan T. P. Petscher Y. Cowan N. (2019). Working memory profiles of children with dyslexia developmental language disorder or both. Journal of Speech Language and Hearing Research 62(6) 1839\u20131858. https:\/\/doi.org\/10.1044\/2019_JSLHR-L-18-0148","DOI":"10.1044\/2019_JSLHR-L-18-0148"},{"key":"e_1_3_3_95_1","doi-asserted-by":"crossref","unstructured":"Griffiths S. L. Kievit R. Norbury C. (2022). Mutualistic coupling of vocabulary and non-verbal reasoning in children with and without language disorder. Developmental Science 25(3) e13208. https:\/\/doi.org\/10.1111\/desc.13208","DOI":"10.1111\/desc.13208"},{"key":"e_1_3_3_96_1","doi-asserted-by":"crossref","unstructured":"Groen M. A. Whitehouse A. J. O. Badcock N. A. Bishop D. V. M. (2013). Associations between handedness and cerebral lateralisation for language: A comparison of three measures in children. PLoS One 8(5) e64876. https:\/\/doi.org\/10.1371\/journal.pone.0064876","DOI":"10.1371\/journal.pone.0064876"},{"key":"e_1_3_3_97_1","doi-asserted-by":"crossref","unstructured":"Guidi L. G. Velayos-Baeza A. Martinez-Garay I. Monaco A. P. Paracchini S. Bishop D. V. M. Moln\u00e1r Z. (2018). The neuronal migration hypothesis of dyslexia: A critical evaluation 30 years on. European Journal of Neuroscience 48(10) 3212\u20133233. https:\/\/doi.org\/10.1111\/ejn.14149","DOI":"10.1111\/ejn.14149"},{"key":"e_1_3_3_98_1","doi-asserted-by":"crossref","unstructured":"Habib M. (2000). The neurological basis of developmental dyslexia: An overview and working hypothesis. Brain 123(12) 2373\u20132399. https:\/\/doi.org\/10.1093\/brain\/123.12.2373","DOI":"10.1093\/brain\/123.12.2373"},{"key":"e_1_3_3_99_1","doi-asserted-by":"crossref","unstructured":"Hagen \u00c5. M. Melby-Lerv\u00e5g M. Lerv\u00e5g A. (2017). Improving language comprehension in preschool children with language difficulties: A cluster randomized trial. Journal of Child Psychology and Psychiatry 58(10) 1132\u20131140. https:\/\/doi.org\/10.1111\/jcpp.12762","DOI":"10.1111\/jcpp.12762"},{"key":"e_1_3_3_100_1","first-page":"1","volume-title":"The genetic lottery: Why DNA matters for social equality","author":"Harden K. P.","year":"2021","unstructured":"Harden K. P. (2021). The genetic lottery: Why DNA matters for social equality (pp. 1\u2013312). Princeton University Press."},{"key":"e_1_3_3_101_1","doi-asserted-by":"crossref","unstructured":"Hart S. A. (2016). Precision Education Initiative: Moving toward personalized education. Mind Brain and Education 10(4) 209\u2013211. https:\/\/doi.org\/10.1111\/mbe.12109","DOI":"10.1111\/mbe.12109"},{"key":"e_1_3_3_102_1","doi-asserted-by":"crossref","unstructured":"Hart S. A. Little C. van Bergen E. (2021). Nurture might be nature: Cautionary tales and proposed solutions. NPJ Science of Learning 6(1) 1\u201312. https:\/\/doi.org\/10.1038\/s41539-020-00079-z","DOI":"10.1038\/s41539-020-00079-z"},{"key":"e_1_3_3_103_1","doi-asserted-by":"crossref","unstructured":"Hedenius M. Lum J. A. G. B\u00f6lte S. (2021). Alterations of procedural memory consolidation in children with developmental dyslexia. Neuropsychology 35(2) 185\u2013196. https:\/\/doi.org\/10.1037\/neu0000708","DOI":"10.1037\/neu0000708"},{"key":"e_1_3_3_104_1","doi-asserted-by":"crossref","unstructured":"Hedenius M. Persson J. Alm P. A. Ullman M. T. Howard J. H. Howard D. V. Jennische M. (2013). Impaired implicit sequence learning in children with developmental dyslexia. Research in Developmental Disabilities 34(11) 3924\u20133935. https:\/\/doi.org\/10.1016\/j.ridd.2013.08.014","DOI":"10.1016\/j.ridd.2013.08.014"},{"key":"e_1_3_3_105_1","doi-asserted-by":"crossref","unstructured":"Hedenius M. Persson J. Tremblay A. Adi-Japha E. Ver\u00edssimo J. Dye C. D. Alm P. Jennische M. Bruce Tomblin J. Ullman M. T. (2011). Grammar predicts procedural learning and consolidation deficits in children with specific language impairment. Research in Developmental Disabilities 32(6) 2362\u20132375. https:\/\/doi.org\/10.1016\/j.ridd.2011.07.026","DOI":"10.1016\/j.ridd.2011.07.026"},{"key":"e_1_3_3_106_1","doi-asserted-by":"crossref","unstructured":"Henry L. A. Messer D. J. Nash G. (2012). Executive functioning in children with specific language impairment. Journal of Child Psychology and Psychiatry 53(1) 37\u201345. https:\/\/doi.org\/10.1111\/j.1469-7610.2011.02430.x","DOI":"10.1111\/j.1469-7610.2011.02430.x"},{"key":"e_1_3_3_107_1","doi-asserted-by":"crossref","unstructured":"Hickok G. Poeppel D. (2007). The cortical organization of speech processing. Nature Reviews Neuroscience 8(5) 393\u2013402. https:\/\/doi.org\/10.1038\/nrn2113","DOI":"10.1038\/nrn2113"},{"key":"e_1_3_3_108_1","doi-asserted-by":"crossref","unstructured":"Hill E. L. (2001). Non-specific nature of specific language impairment: A review of the literature with regard to concomitant motor impairments. International Journal of Language & Communication Disorders 36(2) 149\u2013171. https:\/\/doi.org\/10.1080\/13682820010019874","DOI":"10.1080\/13682820118418"},{"key":"e_1_3_3_109_1","doi-asserted-by":"crossref","unstructured":"Hoover A. Gough B. (1990). The simple view of reading. Reading and Writing 2 127\u2013160. https:\/\/doi.org\/10.1007\/BF00401799","DOI":"10.1007\/BF00401799"},{"key":"e_1_3_3_110_1","doi-asserted-by":"crossref","unstructured":"Hoyda J. C. Stewart H. J. Vannest J. Moore D. R. (2021). Resting state fMRI speech language and executive function network connectivity in children with and without listening difficulties (p. 2021.10.21.21265296). medRxiv. https:\/\/doi.org\/10.1101\/2021.10.21.21265296","DOI":"10.1101\/2021.10.21.21265296"},{"key":"e_1_3_3_111_1","doi-asserted-by":"crossref","unstructured":"Hsu H. J. Bishop D. V. M. (2014a). Sequence-specific procedural learning deficits in children with specific language impairment. Developmental Science 17(3) 352\u2013365. https:\/\/doi.org\/10.1111\/desc.12125","DOI":"10.1111\/desc.12125"},{"key":"e_1_3_3_112_1","doi-asserted-by":"crossref","unstructured":"Hsu H. J. Bishop D. V. M. (2014b). Training understanding of reversible sentences: A study comparing language-impaired children with age-matched and grammar-matched controls. PeerJ 2 e656. https:\/\/doi.org\/10.7717\/peerj.656","DOI":"10.7717\/peerj.656"},{"key":"e_1_3_3_113_1","doi-asserted-by":"crossref","unstructured":"Hulme C. Snowling M. J. West G. Lerv\u00e5g A. Melby-Lerv\u00e5g M. (2020). Children\u2019s language skills can be improved: Lessons from psychological science for educational policy. Current Directions in Psychological Science 29(4) 372\u2013377. https:\/\/doi.org\/10.1177\/0963721420923684","DOI":"10.1177\/0963721420923684"},{"key":"e_1_3_3_114_1","unstructured":"Interdisciplinarity Working Group Douw L. Mellink B. Noordenbos B. van Bergen E. Araujo T. Wijkman M. Fokkens A. Sergeeva A. V. (2022). Interdisciplinarity beyond the buzzword: A guide to academic work across disciplines. Zenodo. https:\/\/doi.org\/10.5281\/zenodo.6341545"},{"key":"e_1_3_3_115_1","doi-asserted-by":"crossref","unstructured":"James E. Gaskell M. G. Henderson L. M. (2019). Offline consolidation supersedes prior knowledge benefits in children\u2019s (but not adults\u2019) word learning. Developmental Science 22(3) e12776. https:\/\/doi.org\/10.1111\/desc.12776","DOI":"10.1111\/desc.12776"},{"key":"e_1_3_3_116_1","doi-asserted-by":"crossref","unstructured":"James E. Gaskell M. G. Henderson L. M. (2020). Sleep-dependent consolidation in children with comprehension and vocabulary weaknesses: It\u2019ll be alright on the night? Journal of Child Psychology and Psychiatry 61(10) 1104\u20131115. https:\/\/doi.org\/10.1111\/jcpp.13253","DOI":"10.1111\/jcpp.13253"},{"key":"e_1_3_3_117_1","doi-asserted-by":"publisher","DOI":"10.1001\/archneur.1991.00530170103028"},{"key":"e_1_3_3_118_1","doi-asserted-by":"crossref","unstructured":"Jones S. D. Westermann G. (2022). Under-resourced or overloaded? Rethinking working memory deficits in developmental language disorder. Psychological Review 129(6) 1358\u20131372. https:\/\/doi.org\/10.1037\/rev0000338","DOI":"10.1037\/rev0000338"},{"key":"e_1_3_3_119_1","doi-asserted-by":"crossref","unstructured":"Kan P. F. Windsor J. (2010). Word learning in children with primary language impairment: A meta-analysis. Journal of Speech Language and Hearing Research 53(3) 739\u2013756. https:\/\/doi.org\/10.1044\/1092-4388(2009\/08-0248)","DOI":"10.1044\/1092-4388(2009\/08-0248)"},{"key":"e_1_3_3_120_1","doi-asserted-by":"crossref","unstructured":"Keshavarzi M. Richards S. Feltham G. Parvez L. Goswami U. (2024). Neural processing of rhythmic speech by children with developmental language disorder (DLD): An EEG study. Imaging Neuroscience 2 1\u201320. https:\/\/doi.org\/10.1162\/imag_a_00382","DOI":"10.1162\/imag_a_00382"},{"key":"e_1_3_3_121_1","doi-asserted-by":"crossref","unstructured":"Kidd E. Bidgood A. Donnelly S. Durrant S. Peter M. S. Rowland C. F. (2020). Individual differences in first language acquisition and their theoretical implications. In Rowland C. F. Theakston A. L. Ambridge B. Twomey K. E. (Eds.) Current perspectives on child language acquisition: How children use their environment to learn (pp. 189\u2013219). John Benjamins Publishing Company. https:\/\/www.degruyterbrill.com\/document\/doi\/10.1075\/tilar.27.09kid\/html","DOI":"10.1075\/tilar.27.09kid"},{"key":"e_1_3_3_122_1","doi-asserted-by":"crossref","unstructured":"Kievit R. A. (2020). Sensitive periods in cognitive development: A mutualistic perspective. Current Opinion in Behavioral Sciences 36 144\u2013149. https:\/\/doi.org\/10.1016\/j.cobeha.2020.10.007","DOI":"10.1016\/j.cobeha.2020.10.007"},{"key":"e_1_3_3_123_1","doi-asserted-by":"crossref","unstructured":"Kievit R. A. Hofman A. D. Nation K. (2019). Mutualistic coupling between vocabulary and reasoning in young children: A replication and extension of the study by Kievit et al. (2017). Psychological Science 30(8) 1245\u20131252. https:\/\/doi.org\/10.1177\/0956797619841265","DOI":"10.1177\/0956797619841265"},{"key":"e_1_3_3_124_1","doi-asserted-by":"crossref","unstructured":"Kievit R. A. Lindenberger U. Goodyer I. M. Jones P. B. Fonagy P. Bullmore E. T. Dolan R. J. (2017). Mutualistic coupling between vocabulary and reasoning supports cognitive development during late adolescence and early adulthood. Psychological Science 28(10) 1419\u20131431. https:\/\/doi.org\/10.1177\/0956797617710785","DOI":"10.1177\/0956797617710785"},{"key":"e_1_3_3_125_1","doi-asserted-by":"crossref","unstructured":"Klatte I. S. Lyons R. Davies K. Harding S. Marshall J. McKean C. Roulstone S. (2020). Collaboration between parents and SLTs produces optimal outcomes for children attending speech and language therapy: Gathering the evidence. International Journal of Language & Communication Disorders 55(4) 618\u2013628. https:\/\/doi.org\/10.1111\/1460-6984.12538","DOI":"10.1111\/1460-6984.12538"},{"key":"e_1_3_3_126_1","volume-title":"Behavioral genetics","author":"Knopik V. S.","year":"2017","unstructured":"Knopik V. S., Neiderhiser J. M., DeFries J. C., Plomin R. (2017). Behavioral genetics. Worth Publishers."},{"key":"e_1_3_3_127_1","doi-asserted-by":"crossref","unstructured":"Kong A. Thorleifsson G. Frigge M. L. Vilhjalmsson B. J. Young A. I. Thorgeirsson T. E. Benonisdottir S. Oddsson A. Halldorsson B. V. Masson G. Gudbjartsson D. F. Helgason A. Bjornsdottir G. Thorsteinsdottir U. Stefansson K. (2018). The nature of nurture: Effects of parental genotypes. Science 359(6374) 424\u2013428. https:\/\/doi.org\/10.1126\/science.aan6877","DOI":"10.1126\/science.aan6877"},{"key":"e_1_3_3_128_1","doi-asserted-by":"crossref","unstructured":"Krishnan S. Watkins K. E. (2019). A challenge for the procedural deficit hypothesis: How should we measure sequential learning in childhood? Developmental Science 22(4) e12815. https:\/\/doi.org\/10.1111\/desc.12815","DOI":"10.1111\/desc.12815"},{"key":"e_1_3_3_129_1","doi-asserted-by":"crossref","unstructured":"Krishnan S. Asaridou S. S. Cler G. J. Smith H. J. Willis H. E. Healy M. P. Thompson P. A. Bishop D. V. M. Watkins K. E. (2021). Functional organisation for verb generation in children with developmental language disorder. NeuroImage 226 Article 117599. https:\/\/doi.org\/10.1016\/j.neuroimage.2020.117599","DOI":"10.1016\/j.neuroimage.2020.117599"},{"key":"e_1_3_3_130_1","doi-asserted-by":"crossref","unstructured":"Krishnan S. Cler G. J. Smith H. J. Willis H. E. Asaridou S. S. Healy M. P. Papp D. Watkins K. E. (2022). Quantitative MRI reveals differences in striatal myelin in children with DLD. eLife 11 e74242. https:\/\/doi.org\/10.7554\/eLife.74242","DOI":"10.7554\/eLife.74242"},{"key":"e_1_3_3_131_1","doi-asserted-by":"crossref","unstructured":"Krishnan S. Watkins K. E. Bishop D. V. M. (2016). Neurobiological basis of language learning difficulties. Trends in Cognitive Sciences 20(9) 701\u2013714. https:\/\/doi.org\/10.1016\/j.tics.2016.06.012","DOI":"10.1016\/j.tics.2016.06.012"},{"key":"e_1_3_3_132_1","doi-asserted-by":"crossref","unstructured":"Kulkarni A. A. Chadd K. E. Lambert S. B. Earl G. Longhurst L. M. McKean C. Hulme C. McGregor K. K. Cunniff A. Pagnamenta E. Joffe V. Ebbels S. E. Bangera S. Wallinger J. Norbury C. F. (2022). Editorial perspective: Speaking up for developmental language disorder \u2013 The top 10 priorities for research. Journal of Child Psychology and Psychiatry 63(8) 957\u2013960. https:\/\/doi.org\/10.1111\/jcpp.13592","DOI":"10.1111\/jcpp.13592"},{"key":"e_1_3_3_133_1","doi-asserted-by":"crossref","unstructured":"Kuppuraj S. Rao P. Bishop D. V. (2016). Declarative capacity does not trade-off with procedural capacity in children with specific language impairment. Autism & Developmental Language Impairments 1 Article 2396941516674416. https:\/\/doi.org\/10.1177\/2396941516674416","DOI":"10.1177\/2396941516674416"},{"key":"e_1_3_3_134_1","doi-asserted-by":"crossref","unstructured":"Lancaster H. S. Camarata S. (2019). Reconceptualizing developmental language disorder as a spectrum disorder: Issues and evidence. International Journal of Language & Communication Disorders 54(1) 79\u201394. https:\/\/doi.org\/10.1111\/1460-6984.12433","DOI":"10.1111\/1460-6984.12433"},{"key":"e_1_3_3_135_1","doi-asserted-by":"crossref","unstructured":"Landi N. Malins J. G. Frost S. J. Magnuson J. S. Molfese P. Ryherd K. Rueckl J. G. Mencl W. E. Pugh K. R. (2018). Neural representations for newly learned words are modulated by overnight consolidation reading skill and age. Neuropsychologia 111 133\u2013144. https:\/\/doi.org\/10.1016\/j.neuropsychologia.2018.01.011","DOI":"10.1016\/j.neuropsychologia.2018.01.011"},{"key":"e_1_3_3_136_1","volume-title":"Early language development: Needs, provision, and intervention for preschool children from socio-economically disadvantaged backgrounds","author":"Law J.","year":"2017","unstructured":"Law J., Charlton J., Dockrell J., Gascoigne M., McKean C., Theakston A. (2017). Early language development: Needs, provision, and intervention for preschool children from socio-economically disadvantaged backgrounds. Education Endowment Foundation."},{"key":"e_1_3_3_137_1","doi-asserted-by":"crossref","unstructured":"Law J. Garrett Z. Nye C. (2004). The efficacy of treatment for children with developmental speech and language delay\/disorder: A meta-analysis. Journal of Speech Language and Hearing Research 47(4) 924\u2013943. https:\/\/doi.org\/10.1044\/1092-4388(2004\/069)","DOI":"10.1044\/1092-4388(2004\/069)"},{"key":"e_1_3_3_138_1","doi-asserted-by":"crossref","unstructured":"Law J. Reilly S. Snow P. C. (2013). Child speech language and communication need re-examined in a public health context: A new direction for the speech and language therapy profession. International Journal of Language & Communication Disorders 48(5) 486\u2013496. https:\/\/doi.org\/10.1111\/1460-6984.12027","DOI":"10.1111\/1460-6984.12027"},{"key":"e_1_3_3_139_1","doi-asserted-by":"crossref","unstructured":"Lee J. C. Dick A. S. Tomblin J. B. (2020). Altered brain structures in the dorsal and ventral language pathways in individuals with and without developmental language disorder (DLD). Brain Imaging and Behavior 14(6) 2569\u20132586. https:\/\/doi.org\/10.1007\/s11682-019-00209-1","DOI":"10.1007\/s11682-019-00209-1"},{"key":"e_1_3_3_140_1","doi-asserted-by":"crossref","unstructured":"Lehongre K. Ramus F. Villiermet N. Schwartz D. Giraud A.-L. (2011). Altered low-gamma sampling in auditory cortex accounts for the three main facets of dyslexia. Neuron 72(6) 1080\u20131090. https:\/\/doi.org\/10.1016\/j.neuron.2011.11.002","DOI":"10.1016\/j.neuron.2011.11.002"},{"key":"e_1_3_3_141_1","doi-asserted-by":"crossref","unstructured":"Leonard L. B. Christ S. L. Deevy P. Karpicke J. D. Weber C. Haebig E. Kueser J. B. Souto S. Krok W. (2021). A multi-study examination of the role of repeated spaced retrieval in the word learning of children with developmental language disorder. Journal of Neurodevelopmental Disorders 13(1) 20. https:\/\/doi.org\/10.1186\/s11689-021-09368-z","DOI":"10.1186\/s11689-021-09368-z"},{"key":"e_1_3_3_142_1","doi-asserted-by":"crossref","unstructured":"Leonard L. B. Christ S. L. Deevy P. Karpicke J. Kueser J. B. (2024). Retrieval practice and word learning by children with developmental language disorder: Does expanding retrieval provide additional benefit? Journal of Speech Language and Hearing Research 67(5) 1530\u20131547. https:\/\/doi.org\/10.1044\/2024_JSLHR-23-00528","DOI":"10.1044\/2024_JSLHR-23-00528"},{"key":"e_1_3_3_143_1","doi-asserted-by":"crossref","unstructured":"Leonard L. B. Schroeder M. L. (2024). The study of children with developmental language disorder beyond English: A tutorial. Language Acquisition 31(3\u20134) 180\u2013198. https:\/\/doi.org\/10.1080\/10489223.2023.2197891","DOI":"10.1080\/10489223.2023.2197891"},{"key":"e_1_3_3_144_1","doi-asserted-by":"crossref","unstructured":"Levlin M. Wiklund-H\u00f6rnqvist C. Sandgren O. Karlsson S. Jonsson B. (2022). Evaluating the effect of rich vocabulary instruction and retrieval practice on the classroom vocabulary skills of children with (developmental) language disorder. Language Speech and Hearing Services in Schools 53(2) 542\u2013560. https:\/\/doi.org\/10.1044\/2021_LSHSS-21-00101","DOI":"10.1044\/2021_LSHSS-21-00101"},{"key":"e_1_3_3_145_1","doi-asserted-by":"crossref","unstructured":"Li H. Shu H. McBride-Chang C. Liu H. Y. Xue J. (2009). Paired associate learning in Chinese children with dyslexia. Journal of Experimental Child Psychology 103(2) 135\u2013151. https:\/\/doi.org\/10.1016\/j.jecp.2009.02.001","DOI":"10.1016\/j.jecp.2009.02.001"},{"key":"e_1_3_3_146_1","doi-asserted-by":"crossref","unstructured":"Little T. D. Rhemtulla M. (2013). Planned missing data designs for developmental researchers. Child Development Perspectives 7(4) 199\u2013204. https:\/\/doi.org\/10.1111\/cdep.12043","DOI":"10.1111\/cdep.12043"},{"key":"e_1_3_3_147_1","doi-asserted-by":"crossref","unstructured":"Luk\u00e1cs \u00c1. Kem\u00e9ny F. Lum J. A. G. Ullman M. T. (2017). Learning and overnight retention in declarative memory in specific language impairment. PLoS One 12(1) Article e0169474. https:\/\/doi.org\/10.1371\/journal.pone.0169474","DOI":"10.1371\/journal.pone.0169474"},{"key":"e_1_3_3_148_1","doi-asserted-by":"crossref","unstructured":"Lum J. A. G. Conti-Ramsden G. Morgan A. T. Ullman M. T. (2014). Procedural learning deficits in specific language impairment (SLI): A meta-analysis of serial reaction time task performance. Cortex 51 1\u201310. https:\/\/doi.org\/10.1016\/j.cortex.2013.10.011","DOI":"10.1016\/j.cortex.2013.10.011"},{"key":"e_1_3_3_149_1","doi-asserted-by":"crossref","unstructured":"Lum J. A. G. Ullman M. T. Conti-Ramsden G. (2013). Procedural learning is impaired in dyslexia: Evidence from a meta-analysis of serial reaction time studies. Research in Developmental Disabilities 34(10) 3460\u20133476. https:\/\/doi.org\/10.1016\/j.ridd.2013.07.017","DOI":"10.1016\/j.ridd.2013.07.017"},{"key":"e_1_3_3_150_1","doi-asserted-by":"crossref","unstructured":"Maisog J. M. Einbinder E. R. Flowers D. L. Turkeltaub P. E. Eden G. F. (2008). A meta-analysis of functional neuroimaging studies of dyslexia. Annals of the New York Academy of Sciences 1145(1) 237\u2013259. https:\/\/doi.org\/10.1196\/annals.1416.024","DOI":"10.1196\/annals.1416.024"},{"key":"e_1_3_3_151_1","doi-asserted-by":"crossref","unstructured":"Malins J. G. Landi N. Ryherd K. Frijters J. C. Magnuson J. S. Rueckl J. G. Pugh K. R. Sevcik R. Morris R. (2021). Is that a pibu or a pibo? Children with reading and language deficits show difficulties in learning and overnight consolidation of phonologically similar pseudowords. Developmental Science 24(2) e13023. https:\/\/doi.org\/10.1111\/desc.13023","DOI":"10.1111\/desc.13023"},{"key":"e_1_3_3_152_1","doi-asserted-by":"crossref","unstructured":"Manz P. H. Hughes C. Barnabas E. Bracaliello C. Ginsburg-Block M. (2010). A descriptive review and meta-analysis of family-based emergent literacy interventions: To what extent is the research applicable to low-income ethnic-minority or linguistically-diverse young children? Early Childhood Research Quarterly 25(4) 409\u2013431. https:\/\/doi.org\/10.1016\/j.ecresq.2010.03.002","DOI":"10.1016\/j.ecresq.2010.03.002"},{"key":"e_1_3_3_153_1","doi-asserted-by":"crossref","unstructured":"Marchesotti S. Nicolle J. Merlet I. Arnal L. H. Donoghue J. P. Giraud A.-L. (2020). Selective enhancement of low-gamma activity by tACS improves phonemic processing and reading accuracy in dyslexia. PLoS Biology 18(9) Article e3000833. https:\/\/doi.org\/10.1371\/journal.pbio.3000833","DOI":"10.1371\/journal.pbio.3000833"},{"key":"e_1_3_3_154_1","doi-asserted-by":"crossref","unstructured":"Marquand A. F. Rezek I. Buitelaar J. Beckmann C. F. (2016). Understanding heterogeneity in clinical cohorts using normative models: Beyond case-control studies. Biological Psychiatry 80(7) 552\u2013561. https:\/\/doi.org\/10.1016\/j.biopsych.2015.12.023","DOI":"10.1016\/j.biopsych.2015.12.023"},{"key":"e_1_3_3_155_1","doi-asserted-by":"crossref","unstructured":"Marshall C. M. Snowling M. J. Bailey P. J. (2001). Rapid auditory processing and phonological ability in normal readers and readers with dyslexia. Journal of Speech Language and Hearing Research 44(4) 925\u2013940. https:\/\/doi.org\/10.1044\/1092-4388(2001\/073)","DOI":"10.1044\/1092-4388(2001\/073)"},{"key":"e_1_3_3_156_1","doi-asserted-by":"crossref","unstructured":"Marulis L. M. Neuman S. B. (2010). The effects of vocabulary intervention on young children\u2019s word learning: A meta-analysis. Review of Educational Research 80(3) 300\u2013335. https:\/\/doi.org\/10.3102\/0034654310377087","DOI":"10.3102\/0034654310377087"},{"key":"e_1_3_3_157_1","doi-asserted-by":"crossref","unstructured":"Marulis L. M. Neuman S. B. (2013). How vocabulary interventions affect young children at risk: A meta-analytic review. Journal of Research on Educational Effectiveness 6(3) 223\u2013262. https:\/\/doi.org\/10.1080\/19345747.2012.755591","DOI":"10.1080\/19345747.2012.755591"},{"key":"e_1_3_3_158_1","doi-asserted-by":"crossref","unstructured":"Mayberry R. I. Lock E. Kazmi H. (2002). Linguistic ability and early language exposure. Nature 417 38. https:\/\/doi.org\/10.1038\/417038a","DOI":"10.1038\/417038a"},{"key":"e_1_3_3_159_1","doi-asserted-by":"crossref","unstructured":"McArthur G. M. Hogben J. H. Edwards V. T. Heath S. M. Mengler E. D. (2000). On the \u201cspecifics\u201d of specific reading disability and specific language impairment. Journal of Child Psychology and Psychiatry 41(7) 869\u2013874. https:\/\/doi.org\/10.1111\/1469-7610.00674","DOI":"10.1111\/1469-7610.00674"},{"key":"e_1_3_3_160_1","doi-asserted-by":"crossref","unstructured":"McGregor K. K. Arbisi-Kelm T. Eden N. (2017). The encoding of word forms into memory may be challenging for college students with developmental language impairment. International Journal of Speech-Language Pathology 19(1) 43\u201357. https:\/\/doi.org\/10.3109\/17549507.2016.1159337","DOI":"10.3109\/17549507.2016.1159337"},{"key":"e_1_3_3_161_1","doi-asserted-by":"crossref","unstructured":"McGregor K. K. Gordon K. Eden N. Arbisi-Kelm T. Oleson J. (2017). Encoding deficits impede word learning and memory in adults with developmental language disorders. Journal of Speech Language and Hearing Research 60(10) 2891\u20132905. https:\/\/doi.org\/10.1044\/2017_JSLHR-L-17-0031","DOI":"10.1044\/2017_JSLHR-L-17-0031"},{"key":"e_1_3_3_162_1","doi-asserted-by":"crossref","unstructured":"McGregor K. K. Licandro U. Arenas R. Eden N. Stiles D. Bean A. Walker E. (2013). Why words are hard for adults with developmental language impairments. Journal of Speech Language and Hearing Research 56(6) 1845\u20131856. https:\/\/doi.org\/10.1044\/1092-4388(2013\/12-0233)","DOI":"10.1044\/1092-4388(2013\/12-0233)"},{"key":"e_1_3_3_163_1","doi-asserted-by":"crossref","unstructured":"McKean C. Reilly S. Bavin E. L. Bretherton L. Cini E. Conway L. Cook F. Eadie P. Prior M. Wake M. Mensah F. (2017). Language outcomes at 7 years: Early predictors and co-occurring difficulties. Pediatrics 139(3) e20161684. https:\/\/doi.org\/10.1542\/peds.2016-1684","DOI":"10.1542\/peds.2016-1684"},{"key":"e_1_3_3_164_1","doi-asserted-by":"crossref","unstructured":"Melby-Lerv\u00e5g M. Hulme C. (2013). Is working memory training effective? A meta-analytic review. Developmental Psychology 49(2) 270\u2013291. https:\/\/doi.org\/10.1037\/a0028228","DOI":"10.1037\/a0028228"},{"key":"e_1_3_3_165_1","doi-asserted-by":"crossref","unstructured":"Melby-Lerv\u00e5g M. Lerv\u00e5g A. (2012). Oral language skills moderate nonword repetition skills in children with dyslexia: A meta-analysis of the role of nonword repetition skills in dyslexia. Scientific Studies of Reading 16(1) 1\u201334. https:\/\/doi.org\/10.1080\/10888438.2010.537715","DOI":"10.1080\/10888438.2010.537715"},{"key":"e_1_3_3_166_1","doi-asserted-by":"crossref","unstructured":"Melby-Lerv\u00e5g M. Lyster S.-A. H. Hulme C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin 138(2) 322\u2013352. https:\/\/doi.org\/10.1037\/a0026744","DOI":"10.1037\/a0026744"},{"key":"e_1_3_3_167_1","doi-asserted-by":"crossref","unstructured":"Messbauer V. C. S. de Jong P. F. (2003). Word nonword and visual paired associate learning in Dutch dyslexic children. Journal of Experimental Child Psychology 84(2) 77\u201396. https:\/\/doi.org\/10.1016\/S0022-0965(02)00179-0","DOI":"10.1016\/S0022-0965(02)00179-0"},{"key":"e_1_3_3_168_1","doi-asserted-by":"crossref","unstructured":"Michelini G. Norman L. J. Shaw P. Loo S. K. (2022). Treatment biomarkers for ADHD: Taking stock and moving forward. Translational Psychiatry 12 444. https:\/\/doi.org\/10.1038\/s41398-022-02207-2","DOI":"10.1038\/s41398-022-02207-2"},{"key":"e_1_3_3_169_1","doi-asserted-by":"crossref","unstructured":"Mitchell J. L. Yablonski M. Stone H. L. Fuentes-Jimenez M. Takada M. E. Tang K. A. Tran J. E. Chou C. Yeatman J. D. (2026). The balance between stability and plasticity of the visual word form area in dyslexia. Nature Communications 17 368. https:\/\/doi.org\/10.1038\/s41467-025-67054-3","DOI":"10.1038\/s41467-026-75339-4"},{"key":"e_1_3_3_170_1","doi-asserted-by":"crossref","unstructured":"Mol S. E. Bus A. G. de Jong M. T. Smeets D. J. H. (2008). Added value of dialogic parent-child book readings: A meta-analysis. Early Education and Development 19(1) 7\u201326. https:\/\/doi.org\/10.1080\/10409280701838603","DOI":"10.1080\/10409280701838603"},{"key":"e_1_3_3_171_1","doi-asserted-by":"crossref","unstructured":"Moll K. Loff A. Snowling M. J. (2013). Cognitive endophenotypes of dyslexia. Scientific Studies of Reading 17(6) 385\u2013397. https:\/\/doi.org\/10.1080\/10888438.2012.736439","DOI":"10.1080\/10888438.2012.736439"},{"key":"e_1_3_3_172_1","doi-asserted-by":"crossref","unstructured":"Moreira B. F. T. Pinto T. S. D. S. Justi F. R. Jaeger A. (2019). Retrieval practice improves learning in children with diverse visual word recognition skills. Memory 27(10) 1423\u20131437. https:\/\/doi.org\/10.1080\/09658211.2019.1668017","DOI":"10.1080\/09658211.2019.1668017"},{"key":"e_1_3_3_173_1","first-page":"357","volume-title":"Developmental psychopathology, vol. 1: Theory and methods","author":"Morton J.","year":"1995","unstructured":"Morton J., Frith U. (1995). Causal modeling: A structural approach to developmental psychopathology. In Developmental psychopathology, vol. 1: Theory and methods (pp. 357\u2013390). John Wiley & Sons."},{"key":"e_1_3_3_174_1","doi-asserted-by":"crossref","unstructured":"Mountford H. S. Eising E. Fontanillas P. Auton A. Irving-Pease E. K. Doust C. Bates T. C. Martin N. G. Fisher S. E. Luciano M. (2025). Multivariate genome-wide association analysis of dyslexia and quantitative reading skill improves gene discovery. Translational Psychiatry 15 Article 289. https:\/\/doi.org\/10.1038\/s41398-025-03514-0","DOI":"10.1101\/2024.02.15.24302884"},{"key":"e_1_3_3_175_1","doi-asserted-by":"crossref","unstructured":"Nair V. K. K. Clark G. T. Siyambalapitiya S. Reuterski\u00f6ld C. (2023). Language intervention in bilingual children with developmental language disorder: A systematic review. International Journal of Language & Communication Disorders 58(2) 576\u2013600. https:\/\/doi.org\/10.1111\/1460-6984.12803","DOI":"10.1111\/1460-6984.12803"},{"key":"e_1_3_3_176_1","doi-asserted-by":"crossref","unstructured":"Nash H. M. Hulme C. Gooch D. Snowling M. J. (2013). Preschool language profiles of children at family risk of dyslexia: Continuities with specific language impairment. Journal of Child Psychology and Psychiatry 54(9) 958\u2013968. https:\/\/doi.org\/10.1111\/jcpp.12091","DOI":"10.1111\/jcpp.12091"},{"key":"e_1_3_3_177_1","doi-asserted-by":"crossref","unstructured":"Nation K. Dawson N. J. Hsiao Y. (2022). Book language and its implications for children\u2019s language literacy and development. Current Directions in Psychological Science 31(4) 375\u2013380. https:\/\/doi.org\/10.1177\/09637214221103264","DOI":"10.1177\/09637214221103264"},{"key":"e_1_3_3_178_1","doi-asserted-by":"crossref","unstructured":"Newport E. L. (1990). Maturational constraints on language learning. Cognitive Science 14(1) 11\u201328. https:\/\/doi.org\/10.1207\/s15516709cog1401_2","DOI":"10.1207\/s15516709cog1401_2"},{"key":"e_1_3_3_179_1","doi-asserted-by":"crossref","unstructured":"Nicolson R. I. Fawcett A. J. (2007). Procedural learning difficulties: Reuniting the developmental disorders? Trends in Neurosciences 30(4) 135\u2013141. https:\/\/doi.org\/10.1016\/j.tins.2007.02.003","DOI":"10.1016\/j.tins.2007.02.003"},{"key":"e_1_3_3_180_1","doi-asserted-by":"crossref","unstructured":"Nielsen M. Haun D. K\u00e4rtner J. Legare C. H. (2017). The persistent sampling bias in developmental psychology: A call to action. Journal of Experimental Child Psychology 162 31\u201338. https:\/\/doi.org\/10.1016\/j.jecp.2017.04.017","DOI":"10.1016\/j.jecp.2017.04.017"},{"key":"e_1_3_3_181_1","doi-asserted-by":"crossref","unstructured":"Nithart C. Demont E. Majerus S. Leybaert J. Poncelet M. Metz-Lutz M.-N. (2009). Reading disabilities in SLI and dyslexia result from distinct phonological impairments. Developmental Neuropsychology 34(3) 296\u2013311. https:\/\/doi.org\/10.1080\/87565640902801841","DOI":"10.1080\/87565640902801841"},{"key":"e_1_3_3_182_1","doi-asserted-by":"crossref","unstructured":"Nivard M. G. Belsky D. W. Harden K. P. Baier T. Andreassen O. A. Ystr\u00f8m E. van Bergen E. Lyngstad T. H. (2024). More than nature and nurture indirect genetic effects on children\u2019s academic achievement are consequences of dynastic social processes. Nature Human Behaviour 8(4) 771\u2013778. https:\/\/doi.org\/10.1038\/s41562-023-01796-2","DOI":"10.1038\/s41562-023-01796-2"},{"key":"e_1_3_3_183_1","doi-asserted-by":"crossref","unstructured":"Nora A. Rinkinen O. Renvall H. Service E. Arkkila E. Smolander S. Laasonen M. Salmelin R. (2024). Impaired cortical tracking of speech in children with developmental language disorder. Journal of Neuroscience 44(22) Article e2048232024. https:\/\/doi.org\/10.1523\/JNEUROSCI.2048-23.2024","DOI":"10.1523\/JNEUROSCI.2048-23.2024"},{"key":"e_1_3_3_184_1","doi-asserted-by":"crossref","unstructured":"Norbury C. F. (2005). Barking up the wrong tree? Lexical ambiguity resolution in children with language impairments and autistic spectrum disorders. Journal of Experimental Child Psychology 90(2) 142\u2013171. https:\/\/doi.org\/10.1016\/j.jecp.2004.11.003","DOI":"10.1016\/j.jecp.2004.11.003"},{"key":"e_1_3_3_185_1","doi-asserted-by":"crossref","unstructured":"Norbury C. F. McCartney E. Slonims V. Dockrell J. E. Ebbels S. H. (2019). Public health approaches still have room for individualized services: Response to commentaries on \u201cEvidence-based pathways to intervention for children with language disorders\u201d. International Journal of Language & Communication Disorders 54(1) 28\u201329. https:\/\/doi.org\/10.1111\/1460-6984.12436","DOI":"10.1111\/1460-6984.12436"},{"key":"e_1_3_3_186_1","doi-asserted-by":"crossref","unstructured":"Norbury C. F. Vamvakas G. Gooch D. Baird G. Charman T. Simonoff E. Pickles A. (2017). Language growth in children with heterogeneous language disorders: A population study. Journal of Child Psychology and Psychiatry 58(10) 1092\u20131105. https:\/\/doi.org\/10.1111\/jcpp.12793","DOI":"10.1111\/jcpp.12793"},{"key":"e_1_3_3_187_1","doi-asserted-by":"crossref","unstructured":"Oliveira C. M. Hayiou-Thomas M. E. Henderson L. M. (2023). The reliability of the serial reaction time task: Meta-analysis of test\u2013retest correlations. Royal Society Open Science 10(7) Article 221542. https:\/\/doi.org\/10.1098\/rsos.221542","DOI":"10.1098\/rsos.221542"},{"key":"e_1_3_3_188_1","doi-asserted-by":"crossref","unstructured":"Olulade O. A. Flowers D. L. Napoliello E. M. Eden G. F. (2015). Dyslexic children lack word selectivity gradients in occipito-temporal and inferior frontal cortex. NeuroImage: Clinical 7 742\u2013754. https:\/\/doi.org\/10.1016\/j.nicl.2015.02.013","DOI":"10.1016\/j.nicl.2015.02.013"},{"key":"e_1_3_3_189_1","unstructured":"Oracy Education Commission. (n.d.). The commission conversations \u2013 Warda Farah \u2013 Oracy Commission [Broadcast]. Retrieved June 27 2025 from https:\/\/oracyeducationcommission.co.uk\/the-commission-conversations-warda-farah\/"},{"key":"e_1_3_3_190_1","doi-asserted-by":"crossref","unstructured":"Paradis J. Govindarajan K. (2018). Bilingualism and children with developmental language and communication disorders. In Miller D. Bayram F. Rothman J. Serratrice L. (Eds.) Bilingual cognition and language: The state of the science across its subfields (pp. 347\u2013370). John Benjamins. https:\/\/doi.org\/10.1075\/sibil.54.16par","DOI":"10.1075\/sibil.54.16par"},{"key":"e_1_3_3_191_1","unstructured":"Parker A. J. Krishnan S. Thompson P. A. Watkins K. E. Bishop D. V. M. (2021). Impact of stimulus variability on the understanding of reversible sentences in adolescents with developmental language disorder: Learning vs. generalisation. Language Development Research 1 e17599"},{"key":"e_1_3_3_192_1","doi-asserted-by":"crossref","unstructured":"Parker A. J. Woodhead Z. V. J. Carey D. P. Groen M. A. Gutierrez-Sigut E. Hodgson J. Hudson J. Karlsson E. M. MacSweeney M. Payne H. Simpson N. Thompson P. A. Watkins K. E. Egan C. Grant J. H. Harte S. Hudson B. T. Sablik M. Badcock N. A. Bishop D. V. M. (2022). Inconsistent language lateralisation \u2013 Testing the dissociable language laterality hypothesis using behaviour and lateralised cerebral blood flow. Cortex 154 105\u2013134. https:\/\/doi.org\/10.1016\/j.cortex.2022.05.013","DOI":"10.1016\/j.cortex.2022.05.013"},{"key":"e_1_3_3_193_1","doi-asserted-by":"crossref","unstructured":"Paulesu E. D\u00e9monet J.-F. Fazio F. McCrory E. Chanoine V. Brunswick N. Cappa S. F. Cossu G. Habib M. Frith C. D. Frith U. (2001). Dyslexia: Cultural diversity and biological unity. Science 291(5511) 2165\u20132167. https:\/\/doi.org\/10.1126\/science.1057179","DOI":"10.1126\/science.1057179"},{"key":"e_1_3_3_194_1","doi-asserted-by":"crossref","unstructured":"Peng P. Zhang Z. Wang W. Lee K. Wang T. Wang C. Luo J. Lin J. (2022). A meta-analytic review of cognition and reading difficulties: Individual differences moderation and language mediation mechanisms. Psychological Bulletin 148(3\u20134) 227\u2013272. https:\/\/doi.org\/10.1037\/bul0000361","DOI":"10.1037\/bul0000361"},{"key":"e_1_3_3_195_1","doi-asserted-by":"crossref","unstructured":"Pennington B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition 101(2) 385\u2013413. https:\/\/doi.org\/10.1016\/j.cognition.2006.04.008","DOI":"10.1016\/j.cognition.2006.04.008"},{"key":"e_1_3_3_196_1","doi-asserted-by":"crossref","unstructured":"Pennington B. F. Lefly D. L. (2001). Early reading development in children at family risk for dyslexia. Child Development 72(3) 816\u2013833. https:\/\/doi.org\/10.1111\/1467-8624.00317","DOI":"10.1111\/1467-8624.00317"},{"key":"e_1_3_3_197_1","doi-asserted-by":"crossref","unstructured":"Pigdon L. Willmott C. Reilly S. Conti-Ramsden G. Liegeois F. Connelly A. Morgan A. T. (2020). The neural basis of nonword repetition in children with developmental speech or language disorder: An fMRI study. Neuropsychologia 138 Article 107312. https:\/\/doi.org\/10.1016\/j.neuropsychologia.2019.107312","DOI":"10.1016\/j.neuropsychologia.2019.107312"},{"key":"e_1_3_3_198_1","doi-asserted-by":"crossref","unstructured":"Plante E. Tucci A. Nicholas K. Arizmendi G. D. Vance R. (2018). Effective use of auditory bombardment as a therapy adjunct for children with developmental language disorders. Language Speech and Hearing Services in Schools 49(2) 320\u2013333. https:\/\/doi.org\/10.1044\/2017_LSHSS-17-0077","DOI":"10.1044\/2017_LSHSS-17-0077"},{"key":"e_1_3_3_199_1","doi-asserted-by":"crossref","unstructured":"Poldrack R. A. (2017). Precision neuroscience: Dense sampling of individual brains. Neuron 95(4) 727\u2013729. https:\/\/doi.org\/10.1016\/j.neuron.2017.08.002","DOI":"10.1016\/j.neuron.2017.08.002"},{"key":"e_1_3_3_200_1","doi-asserted-by":"crossref","unstructured":"Price C. J. (2012). A review and synthesis of the first 20 years of PET and fMRI studies of heard speech spoken language and reading. NeuroImage 62(2) 816\u2013847. https:\/\/doi.org\/10.1016\/j.neuroimage.2012.04.062","DOI":"10.1016\/j.neuroimage.2012.04.062"},{"key":"e_1_3_3_201_1","doi-asserted-by":"crossref","unstructured":"Psyridou M. Tolvanen A. de Jong P. F. Lerkkanen M.-K. Poikkeus A.-M. Torppa M. (2021). Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification. Developmental Psychology 57(11) 1840\u20131854. https:\/\/doi.org\/10.1037\/dev0000976","DOI":"10.1037\/dev0000976"},{"key":"e_1_3_3_202_1","doi-asserted-by":"crossref","unstructured":"Ramus F. Altarelli I. Jednor\u00f3g K. Zhao J. Scotto di Covella L. (2018). Neuroanatomy of developmental dyslexia: Pitfalls and promise. Neuroscience & Biobehavioral Reviews 84 434\u2013452. https:\/\/doi.org\/10.1016\/j.neubiorev.2017.08.001","DOI":"10.1016\/j.neubiorev.2017.08.001"},{"key":"e_1_3_3_203_1","doi-asserted-by":"crossref","unstructured":"Ramus F. Marshall C. R. Rosen S. van der Lely H. K. J. (2013). Phonological deficits in specific language impairment and developmental dyslexia: Towards a multidimensional model. Brain 136(2) 630\u2013645. https:\/\/doi.org\/10.1093\/brain\/aws356","DOI":"10.1093\/brain\/aws356"},{"key":"e_1_3_3_204_1","doi-asserted-by":"crossref","unstructured":"Rauschecker J. P. Scott S. K. (2009). Maps and streams in the auditory cortex: Nonhuman primates illuminate human speech processing. Nature Neuroscience 12(6) 718\u2013724. https:\/\/doi.org\/10.1038\/nn.2331","DOI":"10.1038\/nn.2331"},{"key":"e_1_3_3_205_1","doi-asserted-by":"crossref","unstructured":"Reilly S. Wake M. Ukoumunne O. C. Bavin E. Prior M. Cini E. Conway L. Eadie P. Bretherton L. (2010). Predicting language outcomes at 4 years of age: Findings from Early Language in Victoria Study. Pediatrics 126(6) e1530\u2013e1537. https:\/\/doi.org\/10.1542\/peds.2010-0254","DOI":"10.1542\/peds.2010-0254"},{"key":"e_1_3_3_206_1","doi-asserted-by":"crossref","unstructured":"Rice M. L. Oetting J. B. Marquis J. Bode J. Pae S. (1994). Frequency of input effects on word comprehension of children with specific language impairment. Journal of Speech Language and Hearing Research 37(1) 106\u2013122. https:\/\/doi.org\/10.1044\/jshr.3701.106","DOI":"10.1044\/jshr.3701.106"},{"key":"e_1_3_3_207_1","doi-asserted-by":"crossref","unstructured":"Richlan F. (2012). Developmental dyslexia: Dysfunction of a left hemisphere reading network. Frontiers in Human Neuroscience 6. https:\/\/doi.org\/10.3389\/fnhum.2012.00120","DOI":"10.3389\/fnhum.2012.00120"},{"key":"e_1_3_3_208_1","doi-asserted-by":"crossref","unstructured":"Richlan F. Kronbichler M. Wimmer H. (2011). Meta-analyzing brain dysfunctions in dyslexic children and adults. NeuroImage 56(3) 1735\u20131742. https:\/\/doi.org\/10.1016\/j.neuroimage.2011.02.040","DOI":"10.1016\/j.neuroimage.2011.02.040"},{"key":"e_1_3_3_209_1","doi-asserted-by":"crossref","unstructured":"Richlan F. Kronbichler M. Wimmer H. (2013). Structural abnormalities in the dyslexic brain: A meta-analysis of voxel-based morphometry studies. Human Brain Mapping 34(11) 3055\u20133065. https:\/\/doi.org\/10.1002\/hbm.22127","DOI":"10.1002\/hbm.22127"},{"key":"e_1_3_3_210_1","doi-asserted-by":"crossref","unstructured":"Ricketts J. Lerv\u00e5g A. Dawson N. Taylor L. A. Hulme C. (2020). Reading and oral vocabulary development in early adolescence. Scientific Studies of Reading 24(5) 380\u2013396. https:\/\/doi.org\/10.1080\/10888438.2019.1689244","DOI":"10.1080\/10888438.2019.1689244"},{"key":"e_1_3_3_211_1","doi-asserted-by":"crossref","unstructured":"Rinaldi S. Caselli M. C. Cofelice V. D\u2019Amico S. De Cagno A. G. Della Corte G. Di Martino M. V. Di Costanzo B. Levorato M. C. Penge R. Rossetto T. Sansavini A. Vecchi S. Zoccolotti P. (2021). Efficacy of the treatment of developmental language disorder: A systematic review. Brain Sciences 11(3) 407. https:\/\/doi.org\/10.3390\/brainsci11030407","DOI":"10.3390\/brainsci11030407"},{"key":"e_1_3_3_212_1","doi-asserted-by":"crossref","unstructured":"Rogde K. Hagen \u00c5. M. Melby-Lerv\u00e5g M. Lerv\u00e5g A. (2019). The effect of linguistic comprehension instruction on generalized language and reading comprehension skills: A systematic review. Campbell Systematic Reviews 15(4) e1059. https:\/\/doi.org\/10.1002\/cl2.1059","DOI":"10.1002\/cl2.1059"},{"key":"e_1_3_3_213_1","doi-asserted-by":"crossref","unstructured":"Rosen S. (2003). Auditory processing in dyslexia and specific language impairment: Is there a deficit? What is its nature? Does it explain anything? Journal of Phonetics 31(3) 509\u2013527. https:\/\/doi.org\/10.1016\/S0095-4470(03)00046-9","DOI":"10.1016\/S0095-4470(03)00046-9"},{"key":"e_1_3_3_214_1","doi-asserted-by":"crossref","unstructured":"Rowland C. F. Bidgood A. Jones G. Jessop A. Stinson P. Pine J. M. Durrant S. Peter M. S. (2025). Simulating the relationship between nonword repetition performance and vocabulary growth in 2-year-olds: Evidence from the Language 0\u20135 Project. Language Learning 75(2) 379\u2013423. https:\/\/doi.org\/10.1111\/lang.12671","DOI":"10.1111\/lang.12671"},{"key":"e_1_3_3_215_1","doi-asserted-by":"crossref","unstructured":"Rudolph J. M. (2017). Case history risk factors for specific language impairment: A systematic review and meta-analysis. American Journal of Speech-Language Pathology 26(3) 991\u20131010. https:\/\/doi.org\/10.1044\/2016_AJSLP-15-0181","DOI":"10.1044\/2016_AJSLP-15-0181"},{"key":"e_1_3_3_216_1","doi-asserted-by":"crossref","unstructured":"Rudolph J. M. Leonard L. B. (2016). Early language milestones and specific language impairment. Journal of Early Intervention 38(1) 41\u201358. https:\/\/doi.org\/10.1177\/1053815116633861","DOI":"10.1177\/1053815116633861"},{"key":"e_1_3_3_217_1","doi-asserted-by":"crossref","unstructured":"Sala G. Aksayli N. D. Tatlidil K. S. Tatsumi T. Gondo Y. Gobet F. (2019). Near and far transfer in cognitive training: A second-order meta-analysis. Collabra: Psychology 5(1) Article 18. https:\/\/doi.org\/10.1525\/collabra.203","DOI":"10.1525\/collabra.203"},{"key":"e_1_3_3_218_1","doi-asserted-by":"crossref","unstructured":"Sanjeevan T. Rosenbaum D. A. Miller C. van Hell J. G. Weiss D. J. Mainela-Arnold E. (2015). Motor issues in specific language impairment: A window into the underlying impairment. Current Developmental Disorders Reports 2(3) 228\u2013236. https:\/\/doi.org\/10.1007\/s40474-015-0051-9","DOI":"10.1007\/s40474-015-0051-9"},{"key":"e_1_3_3_219_1","doi-asserted-by":"crossref","unstructured":"Saygin Z. M. Osher D. E. Norton E. S. Youssoufian D. A. Beach S. D. Feather J. Gaab N. Gabrieli J. D. E. Kanwisher N. (2016). Connectivity precedes function in the development of the visual word form area. Nature Neuroscience 19(9) 1250\u20131255. https:\/\/doi.org\/10.1038\/nn.4354","DOI":"10.1038\/nn.4354"},{"key":"e_1_3_3_220_1","doi-asserted-by":"crossref","unstructured":"Sekhon M. Cartwright M. Francis J. J. (2017). Acceptability of healthcare interventions: An overview of reviews and development of a theoretical framework. BMC Health Services Research 17 88. https:\/\/doi.org\/10.1186\/s12913-017-2031-8","DOI":"10.1186\/s12913-017-2031-8"},{"key":"e_1_3_3_221_1","doi-asserted-by":"crossref","unstructured":"S\u00e9n\u00e9chal M. LeFevre J.-A. (2014). Continuity and change in the home literacy environment as predictors of growth in vocabulary and reading. Child Development 85(4) 1552\u20131568. https:\/\/doi.org\/10.1111\/cdev.12222","DOI":"10.1111\/cdev.12222"},{"key":"e_1_3_3_222_1","doi-asserted-by":"crossref","unstructured":"Share D. L. (2021). Is the science of reading just the science of reading English? Reading Research Quarterly 56(S1) S391\u2013S402. https:\/\/doi.org\/10.1002\/rrq.401","DOI":"10.1002\/rrq.401"},{"key":"e_1_3_3_223_1","doi-asserted-by":"crossref","unstructured":"Siugzdaite R. Bathelt J. Holmes J. Astle D. E. (2020). Transdiagnostic brain mapping in developmental disorders. Current Biology 30(7) 1245\u20131257.e4. https:\/\/doi.org\/10.1016\/j.cub.2020.01.078","DOI":"10.1016\/j.cub.2020.01.078"},{"key":"e_1_3_3_224_1","doi-asserted-by":"crossref","unstructured":"Smalle E. H. M. Page M. P. A. Duyck W. Edwards M. Szmalec A. (2018). Children retain implicitly learned phonological sequences better than adults: A longitudinal study. Developmental Science 21(5) e12634. https:\/\/doi.org\/10.1111\/desc.12634","DOI":"10.1111\/desc.12634"},{"key":"e_1_3_3_225_1","doi-asserted-by":"crossref","unstructured":"Smith F. R. H. Gaskell M. G. Weighall A. R. Warmington M. Reid A. M. Henderson L. M. (2018). Consolidation of vocabulary is associated with sleep in typically developing children but not in children with dyslexia. Developmental Science 21(5) e12639. https:\/\/doi.org\/10.1111\/desc.12639","DOI":"10.1111\/desc.12639"},{"key":"e_1_3_3_226_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. Bishop D. V. M. Stothard S. E. Chipchase B. Kaplan C. (2006). Psychosocial outcomes at 15 years of children with a preschool history of speech-language impairment. Journal of Child Psychology and Psychiatry 47(8) 759\u2013765. https:\/\/doi.org\/10.1111\/j.1469-7610.2006.01631.x","DOI":"10.1111\/j.1469-7610.2006.01631.x"},{"key":"e_1_3_3_227_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. Duff F. J. Nash H. M. Hulme C. (2016). Language profiles and literacy outcomes of children with resolving emerging or persisting language impairments. Journal of Child Psychology and Psychiatry 57(12) 1360\u20131369. https:\/\/doi.org\/10.1111\/jcpp.12497","DOI":"10.1111\/jcpp.12497"},{"key":"e_1_3_3_228_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. Hulme C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology 81(1) 1\u201323. https:\/\/doi.org\/10.1111\/j.2044-8279.2010.02014.x","DOI":"10.1111\/j.2044-8279.2010.02014.x"},{"key":"e_1_3_3_229_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. Hulme C. (2012). Interventions for children\u2019s language and literacy difficulties. International Journal of Language & Communication Disorders 47(1) 27\u201334. https:\/\/doi.org\/10.1111\/j.1460-6984.2011.00081.x","DOI":"10.1111\/j.1460-6984.2011.00081.x"},{"key":"e_1_3_3_230_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. Hulme C. (2021). Annual research review: Reading disorders revisited \u2013 The critical importance of oral language. Journal of Child Psychology and Psychiatry 62(5) 635\u2013653. https:\/\/doi.org\/10.1111\/jcpp.13324","DOI":"10.1111\/jcpp.13324"},{"key":"e_1_3_3_231_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. Hulme C. Nation K. (2020). Defining and understanding dyslexia: Past present and future. Oxford Review of Education 46(4) 501\u2013513. https:\/\/doi.org\/10.1080\/03054985.2020.1765756","DOI":"10.1080\/03054985.2020.1765756"},{"key":"e_1_3_3_232_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. Melby-Lerv\u00e5g M. (2016). Oral language deficits in familial dyslexia: A meta-analysis and review. Psychological Bulletin 142(5) 498\u2013545. https:\/\/doi.org\/10.1037\/bul0000037","DOI":"10.1037\/bul0000037"},{"key":"e_1_3_3_233_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. Nash H. M. Gooch D. C. Hayiou-Thomas M. E. Hulme C. & Wellcome Language and Reading Project Team. (2019). Developmental outcomes for children at high risk of dyslexia and children with developmental language disorder. Child Development 90(5) e548\u2013e564. https:\/\/doi.org\/10.1111\/cdev.13216","DOI":"10.1111\/cdev.13216"},{"key":"e_1_3_3_234_1","doi-asserted-by":"crossref","unstructured":"Snowling M. J. West G. Fricke S. Bowyer-Crane C. Dilnot J. Cripps D. Nash M. Hulme C. (2022). Delivering language intervention at scale: Promises and pitfalls. Journal of Research in Reading 45(3) 342\u2013366. https:\/\/doi.org\/10.1111\/1467-9817.12391","DOI":"10.1111\/1467-9817.12391"},{"key":"e_1_3_3_235_1","doi-asserted-by":"crossref","unstructured":"Soheili-Nezhad S. Schijven D. Mars R. B. Fisher S. E. Francks C. (2024). Distinct impact modes of polygenic disposition to dyslexia in the adult brain. Science Advances 10(51) eadq2754. https:\/\/doi.org\/10.1126\/sciadv.adq2754","DOI":"10.1126\/sciadv.adq2754"},{"key":"e_1_3_3_236_1","doi-asserted-by":"crossref","unstructured":"Sokolowski H. M. Ansari D. (2018). Understanding the effects of education through the lens of biology. npj Science of Learning 3 17. https:\/\/doi.org\/10.1038\/s41539-018-0032-y","DOI":"10.1038\/s41539-018-0032-y"},{"key":"e_1_3_3_237_1","doi-asserted-by":"crossref","unstructured":"Spencer S. Clegg J. Lowe H. Stackhouse J. (2017). Increasing adolescents\u2019 depth of understanding of cross-curriculum words: An intervention study. International Journal of Language & Communication Disorders 52(5) 652\u2013668. https:\/\/doi.org\/10.1111\/1460-6984.12309","DOI":"10.1111\/1460-6984.12309"},{"key":"e_1_3_3_238_1","doi-asserted-by":"crossref","unstructured":"St Clair M. C. Horsham J. Lloyd-Esenkaya V. Jackson E. Gibson J. L. Leit\u00e3o S. Botting N. (2023). The Engage with Developmental Language Disorder (E-DLD) project: Cohort profile. International Journal of Language & Communication Disorders 58(3) 929\u2013943. https:\/\/doi.org\/10.1111\/1460-6984.12835","DOI":"10.1111\/1460-6984.12835"},{"key":"e_1_3_3_239_1","doi-asserted-by":"crossref","unstructured":"Stanovich K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly 21(4) 360\u2013407. https:\/\/doi.org\/10.1598\/RRQ.21.4.1","DOI":"10.1598\/RRQ.21.4.1"},{"key":"e_1_3_3_240_1","doi-asserted-by":"crossref","unstructured":"Stanovich K. E. (1988). Explaining the differences between the dyslexic and the garden-variety poor reader: The phonological-core variable-difference model. Journal of Learning Disabilities 21(10) 590\u2013604. https:\/\/doi.org\/10.1177\/002221948802101003","DOI":"10.1177\/002221948802101003"},{"key":"e_1_3_3_241_1","doi-asserted-by":"crossref","unstructured":"Stanovich K. E. Siegel L. S. Gottardo A. (1997). Converging evidence for phonological and surface subtypes of reading disability. Journal of Educational Psychology 89(1) 114\u2013127. https:\/\/doi.org\/10.1037\/0022-0663.89.1.114","DOI":"10.1037\/0022-0663.89.1.114"},{"key":"e_1_3_3_242_1","doi-asserted-by":"crossref","unstructured":"Starr A. Pool R. Davis H. A. Fey I. F. A. Henriques F\u00fcrst A. L. Kis E. Sol Y. Ligthart L. Sauce B. van Bergen E. (2026). General and domain-specific genetic signals shape educational outcomes in children and adults. PsyArXiv. https:\/\/osf.io\/preprints\/psyarxiv\/tpgva_v1","DOI":"10.31234\/osf.io\/tpgva_v1"},{"key":"e_1_3_3_243_1","doi-asserted-by":"crossref","unstructured":"Stothard S. E. Snowling M. J. Bishop D. V. M. Chipchase B. B. Kaplan C. A. (1998). Language-impaired preschoolers. Journal of Speech Language and Hearing Research 41(2) 407\u2013418. https:\/\/doi.org\/10.1044\/jslhr.4102.407","DOI":"10.1044\/jslhr.4102.407"},{"key":"e_1_3_3_244_1","doi-asserted-by":"crossref","unstructured":"Swagerman S. C. van Bergen E. Dolan C. de Geus E. J. C. Koenis M. M. G. Hulshoff Pol H. E. Boomsma D. I. (2017). Genetic transmission of reading ability. Brain and Language 172 3\u20138. https:\/\/doi.org\/10.1016\/j.bandl.2015.07.008","DOI":"10.1016\/j.bandl.2015.07.008"},{"key":"e_1_3_3_245_1","doi-asserted-by":"crossref","unstructured":"Tallal P. (1976). Rapid auditory processing in normal and disordered language development. Journal of Speech and Hearing Research 19(3) 561\u2013571. https:\/\/doi.org\/10.1044\/jshr.1903.561","DOI":"10.1044\/jshr.1903.561"},{"key":"e_1_3_3_246_1","doi-asserted-by":"crossref","unstructured":"Tallal P. (2000). The science of literacy: From the laboratory to the classroom. Proceedings of the National Academy of Sciences 97(6) 2402\u20132404. https:\/\/doi.org\/10.1073\/pnas.97.6.2402","DOI":"10.1073\/pnas.97.6.2402"},{"key":"e_1_3_3_247_1","doi-asserted-by":"crossref","unstructured":"Thompson P. A. Hulme C. Nash H. M. Gooch D. Hayiou-Thomas E. Snowling M. J. (2015). Developmental dyslexia: Predicting individual risk. Journal of Child Psychology and Psychiatry 56(9) 976\u2013987. https:\/\/doi.org\/10.1111\/jcpp.12412","DOI":"10.1111\/jcpp.12412"},{"key":"e_1_3_3_248_1","doi-asserted-by":"crossref","unstructured":"Thordardottir E. (2010). Towards evidence-based practice in language intervention for bilingual children. Journal of Communication Disorders 43(6) 523\u2013537. https:\/\/doi.org\/10.1016\/j.jcomdis.2010.06.001","DOI":"10.1016\/j.jcomdis.2010.06.001"},{"key":"e_1_3_3_249_1","doi-asserted-by":"crossref","unstructured":"Tomblin J. B. Mainela-Arnold E. Zhang X. (2007). Procedural learning in adolescents with and without specific language impairment. Language Learning and Development 3(4) 269\u2013293. https:\/\/doi.org\/10.1080\/15475440701377477","DOI":"10.1080\/15475440701377477"},{"key":"e_1_3_3_250_1","doi-asserted-by":"crossref","unstructured":"Torppa M. Niemi P. Vasalampi K. Lerkkanen M.-K. Tolvanen A. Poikkeus A.-M. (2020). Leisure reading (but not any kind) and reading comprehension support each other: A longitudinal study across grades 1 and 9. Child Development 91(3) 876\u2013900. https:\/\/doi.org\/10.1111\/cdev.13241","DOI":"10.1111\/cdev.13241"},{"key":"e_1_3_3_251_1","doi-asserted-by":"crossref","unstructured":"Toseeb U. Vincent J. Oginni O. A. Asbury K. Newbury D. F. (2023). The development of mental health difficulties in young people with and without developmental language disorder: A gene-environment interplay study using polygenic scores. Journal of Speech Language and Hearing Research 66(5) 1639\u20131657. https:\/\/doi.org\/10.1044\/2023_JSLHR-22-00664","DOI":"10.1044\/2023_JSLHR-22-00664"},{"key":"e_1_3_3_252_1","doi-asserted-by":"crossref","unstructured":"Ullman M. T. Clark G. M. Pullman M. Y. Lovelett J. T. Pierpont E. I. Jiang X. Turkeltaub P. E. (2024). The neuroanatomy of developmental language disorder: A systematic review and meta-analysis. Nature Human Behaviour 8(5) 962\u2013975. https:\/\/doi.org\/10.1038\/s41562-024-01843-6","DOI":"10.1038\/s41562-024-01843-6"},{"key":"e_1_3_3_253_1","doi-asserted-by":"crossref","unstructured":"Ullman M. T. Earle F. S. Walenski M. Janacsek K. (2020). The neurocognition of developmental disorders of language. Annual Review of Psychology 71 389\u2013417. https:\/\/doi.org\/10.1146\/annurev-psych-122216-011555","DOI":"10.1146\/annurev-psych-122216-011555"},{"key":"e_1_3_3_254_1","doi-asserted-by":"crossref","unstructured":"Ullman M. T. Pierpont E. I. (2005). Specific language impairment is not specific to language: The procedural deficit hypothesis. Cortex 41(3) 399\u2013433. https:\/\/doi.org\/10.1016\/S0010-9452(08)70276-4","DOI":"10.1016\/S0010-9452(08)70276-4"},{"key":"e_1_3_3_255_1","doi-asserted-by":"crossref","unstructured":"van Bergen E. de Zeeuw E. L. Hart S. A. Boomsma D. I. Geus de J E. C. Kan K.-J. (2025). Co-occurrence and causality among ADHD dyslexia and dyscalculia. Psychological Science 36(3) 204\u2013217. https:\/\/doi.org\/10.1177\/09567976241293999","DOI":"10.1177\/09567976241293999"},{"key":"e_1_3_3_256_1","doi-asserted-by":"crossref","unstructured":"van Bergen E. Snowling M. J. de Zeeuw E. L. van Beijsterveldt C. E. M. Dolan C. V. Boomsma D. I. (2018). Why do children read more? The influence of reading ability on voluntary reading practices. Journal of Child Psychology and Psychiatry 59(11) 1205\u20131214. https:\/\/doi.org\/10.1111\/jcpp.12910","DOI":"10.1111\/jcpp.12910"},{"key":"e_1_3_3_257_1","doi-asserted-by":"crossref","unstructured":"van Bergen E. van der Leij A. de Jong P. F. (2014). The intergenerational multiple deficit model and the case of dyslexia. Frontiers in Human Neuroscience 8. https:\/\/doi.org\/10.3389\/fnhum.2014.00346","DOI":"10.3389\/fnhum.2014.00346"},{"key":"e_1_3_3_258_1","doi-asserted-by":"crossref","unstructured":"van Bergen E. van Zuijen T. Bishop D. de Jong P. F. (2017). Why are home literacy environment and children\u2019s reading skills associated? What parental skills reveal. Reading Research Quarterly 52(2) 147\u2013160. https:\/\/doi.org\/10.1002\/rrq.160","DOI":"10.1002\/rrq.160"},{"key":"e_1_3_3_259_1","doi-asserted-by":"crossref","unstructured":"van Bergen E. Vasalampi K. Torppa M. (2021). How are practice and performance related? Development of reading from age 5 to 15. Reading Research Quarterly 56(3) 415\u2013434. https:\/\/doi.org\/10.1002\/rrq.309","DOI":"10.1002\/rrq.309"},{"issue":"1","key":"e_1_3_3_260_1","first-page":"24","article-title":"Understanding heritability in the context of reading ability and instruction","volume":"3","author":"van Dijk W.","year":"2022","unstructured":"van Dijk W., Daucourt M. C., Hart S. A. (2022). Understanding heritability in the context of reading ability and instruction. The Reading League Journal, 3(1), 24\u201334.","journal-title":"The Reading League Journal"},{"key":"e_1_3_3_261_1","doi-asserted-by":"crossref","unstructured":"Vandermosten M. Vanderauwera J. Theys C. De Vos A. Vanvooren S. Sunaert S. Wouters J. Ghesqui\u00e8re P. (2015). A DTI tractography study in pre-readers at risk for dyslexia. Developmental Cognitive Neuroscience 14 8\u201315. https:\/\/doi.org\/10.1016\/j.dcn.2015.05.006","DOI":"10.1016\/j.dcn.2015.05.006"},{"key":"e_1_3_3_262_1","doi-asserted-by":"crossref","unstructured":"Verhoeven J. S. Rommel N. Prodi E. Leemans A. Zink I. Vandewalle E. Noens I. Wagemans J. Steyaert J. Boets B. Van de Winckel A. De Cock P. Lagae L. Sunaert S. (2012). Is there a common neuroanatomical substrate of language deficit between autism spectrum disorder and specific language impairment? Cerebral Cortex 22(10) 2263\u20132271. https:\/\/doi.org\/10.1093\/cercor\/bhr292","DOI":"10.1093\/cercor\/bhr292"},{"key":"e_1_3_3_263_1","doi-asserted-by":"crossref","unstructured":"Vydrova R. Komarek V. Sanda J. Sterbova K. Jahodova A. Maulisova A. Zackova J. Reissigova J. Krsek P. Kyncl M. (2015). Structural alterations of the language connectome in children with specific language impairment. Brain and Language 151 35\u201341. https:\/\/doi.org\/10.1016\/j.bandl.2015.10.003","DOI":"10.1016\/j.bandl.2015.10.003"},{"key":"e_1_3_3_264_1","doi-asserted-by":"crossref","unstructured":"Wadsworth S. J. Corley R. P. Hewitt J. K. Plomin R. DeFries J. C. (2002). Parent\u2013offspring resemblance for reading performance at 7 12 and 16 years of age in the Colorado Adoption Project. Journal of Child Psychology and Psychiatry 43(6) 769\u2013774. https:\/\/doi.org\/10.1111\/1469-7610.00085","DOI":"10.1111\/1469-7610.00085"},{"key":"e_1_3_3_265_1","doi-asserted-by":"crossref","unstructured":"Wake M. Tobin S. Girolametto L. Ukoumunne O. C. Gold L. Levickis P. Sheehan J. Goldfeld S. Reilly S. (2011). Outcomes of population based language promotion for slow to talk toddlers at ages 2 and 3 years: Let\u2019s Learn Language cluster randomised controlled trial. BMJ 343 d4741. https:\/\/doi.org\/10.1136\/bmj.d4741","DOI":"10.1136\/bmj.d4741"},{"key":"e_1_3_3_266_1","doi-asserted-by":"crossref","unstructured":"Wandell B. A. Yeatman J. D. (2013). Biological development of reading circuits. Current Opinion in Neurobiology 23(2) 261\u2013268. https:\/\/doi.org\/10.1016\/j.conb.2012.12.005","DOI":"10.1016\/j.conb.2012.12.005"},{"key":"e_1_3_3_267_1","doi-asserted-by":"crossref","unstructured":"Watkins K. E. Dronkers N. F. Vargha-Khadem F. (2002). Behavioural analysis of an inherited speech and language disorder: Comparison with acquired aphasia. Brain 125(Pt 3) 452\u2013464. https:\/\/doi.org\/10.1093\/brain\/awf058","DOI":"10.1093\/brain\/awf058"},{"key":"e_1_3_3_268_1","doi-asserted-by":"crossref","unstructured":"Watkins K. E. Vargha-Khadem F. Ashburner J. Passingham R. E. Connelly A. Friston K. J. Frackowiak R. S. J. Mishkin M. Gadian D. G. (2002). MRI analysis of an inherited speech and language disorder: Structural brain abnormalities. Brain 125(3) 465\u2013478. https:\/\/doi.org\/10.1093\/brain\/awf057","DOI":"10.1093\/brain\/awf057"},{"key":"e_1_3_3_269_1","doi-asserted-by":"crossref","unstructured":"West G. Melby-Lerv\u00e5g M. Hulme C. (2021). Is a procedural learning deficit a causal risk factor for developmental language disorder or dyslexia? A meta-analytic review. Developmental Psychology 57(5) 749\u2013770. https:\/\/doi.org\/10.1037\/dev0001172","DOI":"10.1037\/dev0001172"},{"key":"e_1_3_3_270_1","doi-asserted-by":"crossref","unstructured":"West G. Vadillo M. A. Shanks D. R. Hulme C. (2018). The procedural learning deficit hypothesis of language learning disorders: We see some problems. Developmental Science 21(2) e12552. https:\/\/doi.org\/10.1111\/desc.12552","DOI":"10.1111\/desc.12552"},{"key":"e_1_3_3_271_1","doi-asserted-by":"crossref","unstructured":"Wilson A. C. Bishop D. V. M. (2018). Resounding failure to replicate links between developmental language disorder and cerebral lateralisation. PeerJ 6 e4217. https:\/\/doi.org\/10.7717\/peerj.4217","DOI":"10.7717\/peerj.4217"},{"key":"e_1_3_3_272_1","doi-asserted-by":"crossref","unstructured":"Xu M. Logan J. A. R. (2021). Treatment effects in longitudinal two-method measurement planned missingness designs: An application and tutorial. Journal of Research on Educational Effectiveness 14(2) 501\u2013522. https:\/\/doi.org\/10.1080\/19345747.2021.1875528","DOI":"10.1080\/19345747.2021.1875528"},{"key":"e_1_3_3_273_1","doi-asserted-by":"crossref","unstructured":"Yeatman J. D. White A. L. (2021). Reading: The confluence of vision and language. Annual Review of Vision Science 7 487\u2013517. https:\/\/doi.org\/10.1146\/annurev-vision-093019-113509","DOI":"10.1146\/annurev-vision-093019-113509"},{"key":"e_1_3_3_274_1","doi-asserted-by":"crossref","unstructured":"Yew S. G. K. O\u2019Kearney R. (2013). Emotional and behavioural outcomes later in childhood and adolescence for children with specific language impairments: Meta-analyses of controlled prospective studies. Journal of Child Psychology and Psychiatry 54(5) 516\u2013524. https:\/\/doi.org\/10.1111\/jcpp.12009","DOI":"10.1111\/jcpp.12009"},{"key":"e_1_3_3_275_1","doi-asserted-by":"crossref","unstructured":"Zambrana I. M. Pons F. Eadie P. Ystrom E. (2014). Trajectories of language delay from age 3 to 5: Persistence recovery and late onset. International Journal of Language & Communication Disorders 49(3) 304\u2013316. https:\/\/doi.org\/10.1111\/1460-6984.12073","DOI":"10.1111\/1460-6984.12073"},{"key":"e_1_3_3_276_1","doi-asserted-by":"crossref","unstructured":"Zeng B. Law J. Lindsay G. (2012). Characterizing optimal intervention intensity: The relationship between dosage and effect size in interventions for children with developmental speech and language difficulties. International Journal of Speech-Language Pathology 14(5) 471\u2013477. https:\/\/doi.org\/10.3109\/17549507.2012.720281","DOI":"10.3109\/17549507.2012.720281"},{"key":"e_1_3_3_277_1","doi-asserted-by":"crossref","unstructured":"Zijlstra H. van Bergen E. Regtvoort A. de Jong P. F. van der Leij A. (2021). Prevention of reading difficulties in children with and without familial risk: Short- and long-term effects of an early intervention. Journal of Educational Psychology 113(2) 248\u2013267. https:\/\/doi.org\/10.1037\/edu0000489","DOI":"10.1037\/edu0000489"}],"container-title":["Quarterly Journal of Experimental Psychology"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/17470218261486347","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/17470218261486347","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/17470218261486347","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,10,30]],"date-time":"2026-10-30T14:19:04Z","timestamp":1793369944000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/17470218261486347"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,8,28]]},"references-count":276,"alternative-id":["10.1177\/17470218261486347"],"URL":"https:\/\/doi.org\/10.1177\/17470218261486347","relation":{"has-review":[{"id-type":"doi","id":"10.1177\/17470218261486347\/v1\/decision1","asserted-by":"object"}]},"ISSN":["1747-0218","1747-0226"],"issn-type":[{"value":"1747-0218","type":"print"},{"value":"1747-0226","type":"electronic"}],"subject":[],"published":{"date-parts":[[2026,8,28]]},"article-number":"17470218261486347"}}