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Related Concept Videos

Language and Cognition01:27

Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
Community Based Intervention01:30

Community Based Intervention

Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
Foundations of Community Mental Health Programs
Central to the success of community-based interventions is the...
Language Development01:22

Language Development

Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Components of Language01:24

Components of Language

Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs. “eh”). Phonemes combine to...
Operant Conditioning Intervention01:24

Operant Conditioning Intervention

Operant conditioning serves as a foundational principle in therapeutic interventions aimed at modifying maladaptive behaviors. Central to this approach is the notion that behaviors, both adaptive and maladaptive, are learned through reinforcement. By analyzing the environmental factors that reinforce problematic behaviors, clinicians can design interventions to weaken these reinforcements and replace maladaptive behaviors with healthier alternatives.
In operant conditioning, behaviors that are...

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Updated: Jun 3, 2026

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
14:43

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish

Published on: July 18, 2020

Evidence-based interventions for reading and language difficulties: creating a virtuous circle.

Margaret J Snowling1, Charles Hulme

  • 1Department of Psychology, University of York, UK. mjs19@york.ac.uk

The British Journal of Educational Psychology
|March 12, 2011
PubMed
Summary
This summary is machine-generated.

Children

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Last Updated: Jun 3, 2026

Universal Screening for Prevention of Reading, Writing, and Math Disabilities in Spanish
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Area of Science:

  • Child development
  • Educational psychology
  • Neuroscience

Background:

  • Children face distinct reading challenges: decoding issues (dyslexia) linked to phonological processing, and comprehension difficulties tied to advanced language skills like semantics and grammar.
  • Understanding the root causes of these distinct reading problems is crucial for effective educational strategies.

Purpose of the Study:

  • To review the nature, causes, and treatments for children's reading difficulties.
  • To emphasize the importance of theory-driven interventions and rigorous evaluation through randomized controlled trials (RCTs).

Main Methods:

  • Review of existing evidence on reading difficulties.
  • Emphasis on theoretical frameworks for understanding learning difficulties.
  • Evaluation of interventions using randomized controlled trials (RCTs).

Main Results:

  • Phonologically based interventions effectively improve decoding skills in children with dyslexia.
  • Interventions targeting vocabulary and oral language (OL) skills show promise for improving reading comprehension.
  • A growing evidence base supports theoretically motivated treatments.

Conclusions:

  • A 'virtuous circle' exists between theory development and intervention evaluation.
  • Effective interventions refine our understanding of reading and language development.
  • Evidence-based practices are essential for addressing children's diverse reading needs.