Philip S. Dale
Affiliations: | University of Washington, Seattle, Seattle, WA |
Area:
Developmental Psychology, Behavioral PsychologyGoogle:
"Philip Dale"Mean distance: 106866
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Publications
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| Abbondanza F, Dale PS, Wang CA, et al. (2023) Language and reading impairments are associated with increased prevalence of non-right-handedness. Child Development |
| Eising E, Mirza-Schreiber N, de Zeeuw EL, et al. (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 of the United States of America. 119: e2202764119 |
| Kachergis G, Marchman VA, Dale PS, et al. (2022) Online Computerized Adaptive Tests of Children's Vocabulary Development in English and Mexican Spanish. Journal of Speech, Language, and Hearing Research : Jslhr. 65: 2288-2308 |
| Bleses D, Dale PS, Justice L, et al. (2021) Sustained effects of an early childhood language and literacy intervention through second grade: Longitudinal findings of the SPELL trial in Denmark. Plos One. 16: e0258287 |
| Shapland CY, Verhoef E, Davey Smith G, et al. (2021) Multivariate genome-wide covariance analyses of literacy, language and working memory skills reveal distinct etiologies. Npj Science of Learning. 6: 23 |
| Verhoef E, Shapland CY, Fisher SE, et al. (2021) The developmental genetic architecture of vocabulary skills during the first three years of life: Capturing emerging associations with later-life reading and cognition. Plos Genetics. 17: e1009144 |
| Verhoef E, Shapland CY, Fisher SE, et al. (2020) The developmental origins of genetic factors influencing language and literacy: Associations with early-childhood vocabulary. Journal of Child Psychology and Psychiatry, and Allied Disciplines |
| Patterson JL, Rodríguez BL, Dale PS. (2020) Dynamic Assessment Language Tasks and the Prediction of Performance on Year-End Language Skills in Preschool Dual Language Learners. American Journal of Speech-Language Pathology. 29: 1226-1240 |
| Hayiou‐Thomas ME, Smith‐Woolley E, Dale PS. (2020) Breadth versus depth: Cumulative risk model and continuous measure prediction of poor language and reading outcomes at 12. Developmental Science. 24: e12998 |
| Dale PS, Stumm Sv, Selzam S, et al. (2020) Does the Inclusion of a Genome-Wide Polygenic Score Improve Early Risk Prediction for Later Language and Literacy Delay? Journal of Speech Language and Hearing Research. 63: 1467-1478 |