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SUMMARY:In what way is literacy ‘parasitic upon language’? The roles o
 f speech and language in literacy development. - Dr Julia Carroll\, Univer
 sity of Warwick
DTSTART:20101019T153000Z
DTEND:20101019T170000Z
UID:TALK26029@talks.cam.ac.uk
CONTACT:Nichola Daily
DESCRIPTION:*ABSTRACT:* For many years researchers have argued that litera
 cy is parasitic upon the mechanisms of spoken language\, but the relations
 hips between spoken and written language difficulties remain unclear. We k
 now that phonological awareness (awareness of speech sounds) is a key defi
 cit in dyslexia\, but what is the relationship of phonological awareness a
 nd spoken language? In order to examine the relationships between speech\,
  language\, phonological processing and literacy\, a sample of 198 childre
 n were asked to complete a set of tasks in these areas. Eighty of the chil
 dren had either speech and language problems or a family history of dyslex
 ia. \n\nWhile children with speech and language difficulties were at incre
 ased risk of literacy difficulties as a whole\, many children in this grou
 p did not show difficulties. Multivariate analysis suggests that language 
 is very closely related to phonological processing\, and that the two fact
 ors share common variance in the prediction of literacy. The role of speec
 h was less clear\, and seemed to vary depending on the nature of the speec
 h difficulties shown.\n\n*Biographical note*: Julia Carroll is an Associat
 e Professor at the University of Warwick\, having started there as a lectu
 rer in 2004. She completed her undergraduate degree at Oxford University\,
  and went on to complete her PhD in 2001 working with Maggie Snowling at t
 he University of York. She is interested in typical and atypical literacy 
 development\, and in the literacy development of children with development
 al disorders\n
LOCATION:Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, (Rm
  2S3\, Donald McIntyre Building)
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