D
Debbie Gooch
Researcher at Royal Holloway, University of London
Publications - 26
Citations - 1928
Debbie Gooch is an academic researcher from Royal Holloway, University of London. The author has contributed to research in topics: Dyslexia & Language disorder. The author has an hindex of 15, co-authored 25 publications receiving 1422 citations. Previous affiliations of Debbie Gooch include University College London & University of York.
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Journal ArticleDOI
The Impact of Nonverbal Ability on Prevalence and Clinical Presentation of Language Disorder: Evidence from a Population Study.
Courtenay Frazier Norbury,Courtenay Frazier Norbury,Debbie Gooch,Debbie Gooch,Charlotte Wray,Gillian Baird,Tony Charman,Emily Simonoff,George Vamvakas,Andrew Pickles +9 more
TL;DR: At school entry, approximately two children in every class of 30 pupils will experience language disorder severe enough to hinder academic progress, and access to specialist clinical services should not depend on NVIQ.
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Paired-associate learning, phoneme awareness, and learning to read
TL;DR: Results are consistent with the view that learning visual (orthography to phonological mappings is an important skill for developing word recognition skills in reading and that individual differences in this ability can be tapped experimentally by a PAL task.
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Cognitive Risk Factors for Specific Learning Disorder Processing Speed, Temporal Processing, and Working Memory
TL;DR: High comorbidity rates between reading disorder (RD) and mathematics disorder (MD) indicate that, although the cognitive core deficits underlying these disorders are distinct, additional domain-general risk factors might be shared between the disorders.
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Time perception, phonological skills and executive function in children with dyslexia and/or ADHD symptoms
TL;DR: Dyslexia and AS appear to be associated with distinct patterns of cognitive deficit, which are present in combination in children with dyslexia+AS.
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Developmental dyslexia: predicting individual risk
Paul M. Thompson,Charles Hulme,Hannah M. Nash,Debbie Gooch,Emma Hayiou-Thomas,Margaret J. Snowling +5 more
TL;DR: Screening for dyslexia does not reach an acceptable clinical level until close to school entry when letter knowledge, phonological awareness, and RAN together provide good sensitivity and specificity as a screening battery.