|
Articles that cite this article: Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool ChildrenIngvar LundbergJørgen FrostOle-Peter Petersen,Articles that cite this article (and are available online) include:(1991). Phonological Abilities and Reading Disabilities. Mind & Language, 6, 93. doi:10.1111/j.1468-0017.1991.tb00177.x Adams, M.J., & Bruck, M. (1993). Word recognition: The interface of educational policies and scientific research. Reading and Writing, 5, 113. doi:10.1007/BF01027480 Andreassen, A., Knivsberg, A., & Niemi, P. (2006). Resistant readers 8 months later: energizing the student's learning milieu by targeted counselling. Dyslexia, 12, 115. doi:10.1002/dys.313 BRYANT, P.E. (1991). 2. Phonological Awareness is a Pre-cursor, Not a Pre-requisite, of Reading. Mind & Language, 6, 102. doi:10.1111/j.1468-0017.1991.tb00179.x Ball, E.W., & Blachman, B.A. (1991). Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?. Reading Research Quarterly, 26, 49. doi:10.1598/RRQ.26.1.3 Ball, E.W. (1993). Phonological awareness. Reading and Writing, 5, 141. doi:10.1007/BF01027481 Barron, R.W., Golden, J.O., Seldon, D.M., Tait, C.F., Marmurek, H.C., & Haines, L.P. (1992). Teaching prereading skills with a talking computer. Reading and Writing, 4, 179. doi:10.1007/BF01027491 Ben-Dror, I., Frost, R., & Bentin, S. (1995). ORTHOGRAPHIC REPRESENTATION AND PHONEMIC SEGMENTATION IN SKILLED READERS:. A Cross-Language Comparison. Psychological Science, 6, 176. doi:10.1111/j.1467-9280.1995.tb00328.x Blachman, B.A., Ball, E.W., Black, R.S., & Tangel, D.M. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms. Reading and Writing, 6, 1. doi:10.1007/BF01027275 Bowey, J.A., Cain, M.T., & Ryan, S.M. (1992). A Reading-Level Design Study of Phonological Skills Underlying Fourth-Grade Children's Word Reading Difficulties. Child Development, 63, 999. doi:10.1111/j.1467-8624.1992.tb01677.x Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26. doi:10.1007/BF02648154 Bryant, P. (2002). Children's Thoughts About Reading and Spelling. Scientific Studies of Reading, 6, 199. doi:10.1207/S1532799XSSR0602_04 Burt, J.S. (2006). What is orthographic processing skill and how does it relate to word identification in reading?. Journal of Research in Reading, 29, 400. doi:10.1111/j.1467-9817.2006.00315.x Carrillo, M. (1994). Development of phonological awareness and reading acquisition. Reading and Writing, 6, 279. doi:10.1007/BF01027086 Carroll, J.M., Snowling, M.J., Stevenson, J., & Hulme, C. (2003). The development of phonological awareness in preschool children.. Developmental Psychology, 39, 913. doi:10.1037/0012-1649.39.5.913 Cary, L., & Verhaeghe, A. (1994). Promoting phonemic analysis ability among kindergartners. Reading and Writing, 6, 251. doi:10.1007/BF01027085 Castiglioni-Spalten, M.L., & Ehri, L.C. (2003). Phonemic Awareness Instruction: Contribution of Articulatory Segmentation to Novice Beginners' Reading and Spelling. Scientific Studies of Reading, 7, 25. doi:10.1207/S1532799XSSR0701_03 Chapman, J., & Tunmer, W. (1991). Recovering Reading Recovery. Journal of Intellectual & Developmental Disability, 17, 59. doi:10.1080/07263869100034271 Christensen, C.A. (1997). Onset, Rhymes, and Phonemes in Learning to Read. Scientific Studies of Reading, 1, 341. doi:10.1207/s1532799xssr0104_3 Colin, S.S., Magnan, A.A., Ecalle, J.J., & Leybaert, J.J. (2007). Relation between deaf children's phonological skills in kindergarten and word recognition performance in first grade. Journal of Child Psychology and Psychiatry, 48, 139. doi:10.1111/j.1469-7610.2006.01700.x Cormier, P., & Kelson, S. (2000). The Roles of Phonological and Syntactic Awareness in the Use of Plural Morphemes Among Children in French Immersion. Scientific Studies of Reading, 4, 267. doi:10.1207/S1532799XSSR0404_2 D'Angiulli, A., Siegel, L.S., & Maggi, S. (2004). Literacy Instruction, SES, and Word-Reading Achievement in English-Language Learners and Children with English as a First Language: A Longitudinal Study. Learning Disabilities Research and Practice, 19, 202. doi:10.1111/j.1540-5826.2004.00106.x Defior, S., & Tudela, P. (1994). Effect of phonological training on reading and writing acquisition. Reading and Writing, 6, 299. doi:10.1007/BF01027087 Denne, M.M., Langdown, N.N., Pring, T.T., & Roy, P.P. (2005). Treating children with expressive phonological disorders: does phonological awareness therapy work in the clinic?. International Journal of Language & Communication Disorders, 40, 493. doi:10.1080/13682820500142582 Dickinson, D.K., McCabe, A., Anastasopoulos, L., Peisner-Feinberg, E.S., & Poe, M.D. (2003). The comprehensive language approach to early literacy: The interrelationships among vocabulary, phonological sensitivity, and print knowledge among preschool-aged children.. Journal of Educational Psychology, 95, 465. doi:10.1037/0022-0663.95.3.465 Ehri, L.C., & Soffer, A.G. (1999). Graphophonemic Awareness: Development in Elementary Students. Scientific Studies of Reading, 3, 1. doi:10.1207/s1532799xssr0301_1 Elbro, C. (1991). Differences in reading strategies reflect differences in linguistic abilities. International Journal of Applied Linguistics, 1, 228. doi:10.1111/j.1473-4192.1991.tb00018.x Elbro, C. (1996). Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing, 8, 453. doi:10.1007/BF00577023 Elbro, C., & Petersen, D. (2004). Long-Term Effects of Phoneme Awareness and Letter Sound Training: An Intervention Study With Children at Risk for Dyslexia.. Journal of Educational Psychology, 96, 660. doi:10.1037/0022-0663.96.4.660 Fawcett, A.J., & Lynch, L. (2000). Systematic identification and intervention for reading difficulty: case studies of children with EAL. Dyslexia, 6, 57. doi:10.1002/(SICI)1099-0909(200001/03)6:1<57::AID-DYS163>3.0.CO;2-W Fielding-Barnsley, R. (1997). Explicit Instruction in Decoding Benefits Children High in Phonemic Awareness and Alphabet Knowledge. Scientific Studies of Reading, 1, 85. doi:10.1207/s1532799xssr0101_5 Figueredo, L.L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19, 873. doi:10.1007/s11145-006-9014-1 Foorman, B.R., Jenkins, L., & Francis, D.J. (1993). Links among segmenting, spelling, and reading words in first and second Grades. Reading and Writing, 5, 1. doi:10.1007/BF01026915 Foorman, B.R. (1994). The relevance of a connectionist model of reading for âThe great debateâ. Educational Psychology Review, 6, 25. doi:10.1007/BF02209023 Frost, J., Madsbjerg, S., Niedersøe, J., Olofsson, Ã., & Sørensen, P. (2005). Semantic and phonological skills in predicting reading development: from 3-16 years of age. Dyslexia, 11, 79. doi:10.1002/dys.292 Fuchs, D., Fuchs, L.S., Thompson, A., Otaiba, S., Yen, L., Yang, N.J., Braun, M., & O'Connor, R.E. (2001). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers.. Journal of Educational Psychology, 93, 251. doi:10.1037/0022-0663.93.2.251 Gayan, J., & Olson, R.K. (2001). Genetic and Environmental Influences on Orthographic and Phonological Skills in Children With Reading Disabilities. Developmental Neuropsychology, 20, 483. doi:10.1207/S15326942DN2002_3 Goswami, U. (1991). Learning about Spelling Sequences: The Role of Onsets and Rimes in Analogies in Reading. Child Development, 62, 1110. doi:10.1111/j.1467-8624.1991.tb01593.x Goswami, U. (1992). Annotation: Phonological Factors in Spelling Development. Journal of Child Psychology and Psychiatry, 33, 967. doi:10.1111/j.1469-7610.1992.tb00918.x Gottardo, A., Yan, B., Siegel, L.S., & Wade-Woolley, L. (2001). Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing.. Journal of Educational Psychology, 93, 530. doi:10.1037/0022-0663.93.3.530 Gough, P.B. (1996). How children learn to read and why they fail. Annals of Dyslexia, 46, 1. doi:10.1007/BF02648168 Greene, J. (1996). Language! Effects of an individualized structured language curriculum for middle and high school students. Annals of Dyslexia, 46, 97. doi:10.1007/BF02648173 Guimaraes, A., & Youngman, M. (1995). Portuguese preschool teachers' beliefs about early literacy development. Journal of Research in Reading, 18, 39. doi:10.1111/j.1467-9817.1995.tb00067.x Gustafson, S., Ferreira, J., & Rönnberg, J. (2007). Phonological or orthographic training for children with phonological or orthographic decoding deficits. Dyslexia, doi:10.1002/dys.339 Harm, M.W., McCandliss, B.D., & Seidenberg, M.S. (2003). Modeling the Successes and Failures of Interventions for Disabled Readers. Scientific Studies of Reading, 7, 155. doi:10.1207/S1532799XSSR0702_3 Hatcher, P.J., Hulme, C., & Ellis, A.W. (1994). Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis. Child Development, 65, 41. doi:10.1111/j.1467-8624.1994.tb00733.x Hatcher, P.J., Hulme, C., & Snowling, M.J. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45, 338. doi:10.1111/j.1469-7610.2004.00225.x Holopainen, L., Ahonen, T., Tolvanen, A., & Lyytinen, H. (2000). Two Alternative Ways to Model the Relation Between Reading Accuracy and Phonological Awareness at Preschool Age. Scientific Studies of Reading, 4, 77. doi:10.1207/S1532799XSSR0402_01 Horobin, K., & Gomez, S. (1999). America Reads in Head Start Classrooms: Partners in Literacy. NHSA Dialog A Research-to-Practice Journal for the Early Intervention Field, 3, 128. doi:10.1207/s19309325nhsa0301_15 Hulme, C., Snowling, M., Caravolas, M., & Carroll, J. (2005). Phonological Skills Are (Probably) One Cause of Success in Learning to Read: A Comment on Castles and Coltheart. Scientific Studies of Reading, 9, 351. doi:10.1207/s1532799xssr0904_2 Hurry, J., & Sylva, K. (2007). Long-term outcomes of early reading intervention. Journal of Research in Reading, 070410031301004. doi:10.1111/j.1467-9817.2007.00338.x Høien, T., Lundberg, I., Stanovich, K.E., & Bjaalid, I. (1995). Components of phonological awareness. Reading and Writing, 7, 171. doi:10.1007/BF01027184 Jacobson, C. (1999). How persistent is reading disability? Individual growth curves in reading. Dyslexia, 5, 78. doi:10.1002/(SICI)1099-0909(199906)5:2<78::AID-DYS127>3.0.CO;2-8 Jiménez, J.E., & Venegas, E. (2004). Defining Phonological Awareness and Its Relationship to Reading Skills in Low-Literacy Adults.. Journal of Educational Psychology, 96, 798. doi:10.1037/0022-0663.96.4.798 Johnston, R.S., Anderson, M., & Holligan, C. (1996). Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship. Reading and Writing, 8, 217. doi:10.1007/BF00420276 Katzir, T., Kim, Y., Wolf, M., Kennedy, B., Lovett, M., & Morris, R. (2006). The Relationship of Spelling Recognition, RAN, and Phonological Awareness to Reading Skills in Older Poor Readers and Younger Reading-Matched Controls. Reading and Writing, 19, 845. doi:10.1007/s11145-006-9013-2 Kerstholt, M.T., Bon, W.J., & Schreuder, R. (1994). Training in phonemic segmentation: The effects of visual support. Reading and Writing, 6, 361. doi:10.1007/BF01028849 Kinnunen, R., Vauras, M., & Niemi, P. (1998). Comprehension Monitoring in Beginning Readers. Scientific Studies of Reading, 2, 353. doi:10.1207/s1532799xssr0204_4 Korkman, M., & Peltomaa, A. (1993). Preventive Treatment of Dyslexia by a Preschool Training Program for Children with Language Impairments. Journal of Clinical Child Psychology, 22, 277. doi:10.1207/s15374424jccp2202_13 LAFRANCE, A., & GOTTARDO, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559. doi:10.1017/S0142716405050307 Leppanen, U., Nieme, P., Aunola, K., & Nurmi, J. (2006). Development of Reading and Spelling Finnish From Preschool to Grade 1 and Grade 2. Scientific Studies of Reading, 10, 3. doi:10.1207/s1532799xssr1001_2 Levy, Y., Smith, J., & Tager-Flusberg, H. (2003). Word reading and reading-related skills in adolescents with Williams syndrome. Journal of Child Psychology and Psychiatry, 44, 576. doi:10.1111/1469-7610.00146 Lonigan, C.J. (2006). Development, Assessment, and Promotion of Preliteracy Skills. Early Education and Development, 17, 91. doi:10.1207/s15566935eed1701_5 Lundberg, I. (1991). Cognitive aspects of reading. International Journal of Applied Linguistics, 1, 151. doi:10.1111/j.1473-4192.1991.tb00012.x Lundberg, I. (2002). The child's route into reading and what can go wrong. Dyslexia, 8, 1. doi:10.1002/dys.204 MARSHALL, J.C., & COSSU, G. (1991). 7. Poor Readers and Black Swans. Mind & Language, 6, 135. doi:10.1111/j.1468-0017.1991.tb00184.x Mannai, H., & Everatt, J. (2005). Phonological processing skills as predictors of literacy amongst Arabic speaking Bahraini children. Dyslexia, 11, 269. doi:10.1002/dys.303 Masterson, J., Laxon, V., Carnegie, E., Wright, S., & Horslen, J. (2005). Nonword recall and phonemic discrimination in four- to six-year-old children. Journal of Research in Reading, 28, 183. doi:10.1111/j.1467-9817.2005.00262.x McCutchen, D., & Berninger, V.W. (1999). Those Who Know, Teach Well: Helping Teachers Master Literacy-Related Subject-Matter Knowledge. Learning Disabilities Research and Practice, 14, 215. doi:10.1207/sldrp1404_3 McPhail, J.C., & Freeman, J.G. (2005). Beyond Prejudice: Thinking Toward Genuine Inclusion. Learning Disabilities Research and Practice, 20, 254. doi:10.1111/j.1540-5826.2005.00141.x Meng, X., Sai, X., Wang, C., Wang, J., Sha, S., & Zhou, X. (2005). Auditory and speech processing and reading development in Chinese school children: behavioural and ERP evidence. Dyslexia, 11, 292. doi:10.1002/dys.309 Mioduser, D.D., Tur-Kaspa, H.H., & Leitner, I.I. (2000). The learning value of computer-based instruction of early reading skills. Journal of Computer Assisted Learning, 16, 54. doi:10.1046/j.1365-2729.2000.00115.x Muter, V., Hulme, C., Snowling, M.J., & Stevenson, J. (2004). Phonemes, Rimes, Vocabulary, and Grammatical Skills as Foundations of Early Reading Development: Evidence From a Longitudinal Study.. Developmental Psychology, 40, 665. doi:10.1037/0012-1649.40.5.665 NOBLE, K.G., & MCCANDLISS, B.D. (2005). Reading Development and Impairment. Journal of Developmental & Behavioral Pediatrics, 26, 370. doi:10.1097/00004703-200510000-00006 NergÃ¥rd-Nilssen, T.T. (2006). Word-Decoding Deficits in Norwegian: The Impact of Psycholinguistic Marker Effects. Reading and Writing, 19, 265. doi:10.1007/s11145-005-5468-9 Nickisch, A.A., Gross, M.M., Schönweiler, R.R., Uttenweiler, V.V., Zehnhoff-Dinnesen, A.A., Berger, R.R., Radü, H.J., & Ptok, M.M. (2007). Auditive Verarbeitungs- und Wahrnehmungsstörungen. HNO, 55, 61. doi:10.1007/s00106-006-1507-3 Nicolson, R.I., & Fawcett, A.J. (1999). Developmental dyslexia: The role of the cerebellum. Dyslexia, 5, 155. doi:10.1002/(SICI)1099-0909(199909)5:3<155::AID-DYS143>3.0.CO;2-4 Olson, R.K., & Wise, B.W. (1992). Reading on the computer with orthographic and speech feedback. Reading and Writing, 4, 107. doi:10.1007/BF01027488 Padget, S., Knight, D.F., & Sawyer, D.J. (1996). Tennessee meets the challenge of dyslexia. Annals of Dyslexia, 46, 49. doi:10.1007/BF02648171 Perfetti, C.A. (1991). How Johnny learns to read: PS examines the product of a new major study of the foundations of reading instruction. The Psychology, Pedagogy, and Politics of Reading. Psychological Science, 2, 70. doi:10.1111/j.1467-9280.1991.tb00102.x Pressley, M. (1994). State-of-the-science primary -grades reading instruction or whole language?. Educational Psychologist, 29, 211. doi:10.1207/s15326985ep2904_5 Reitsma, P., & Wesseling, R. (1998). Effects of Computer-Assisted Training of Blending Skills in Kindergartners. Scientific Studies of Reading, 2, 301. doi:10.1207/s1532799xssr0204_1 ReuterskiöldâWagner, C., Sahlén, B., & Nyman, A. (2005). Nonâword repetition and nonâword discrimination in Swedish preschool children. Clinical Linguistics & Phonetics, 19, 681. doi:10.1080/02699200400000343 Ritchey, K.D. (2007). The building blocks of writing: Learning to write letters and spell words. Reading and Writing, doi:10.1007/s11145-007-9063-0 Rohl, M., & Pratt, C. (1995). Phonological awareness, verbal working memory and the acquisition of literacy. Reading and Writing, 7, 327. doi:10.1007/BF01027723 Royer, J.M., & Sinatra, G.M. (1994). A cognitive theoretical approach to reading diagnostics. Educational Psychology Review, 6, 81. doi:10.1007/BF02208969 Rubin, H., Rotella, T., Schwartz, L., & Bernstein, S. (1991). The effect of phonological analysis training on naming performance. Reading and Writing, 3, 1. doi:10.1007/BF00554560 Rubin, H., Reichman, S., Crabtree, S.H., & Kantor, M. (1991). Linguistic analysis and reading skills of first graders in partial French and Hebrew immersion programs. Reading and Writing, 3, 101. doi:10.1007/BF00420029 Samuelsson, S., Herkner, B., & Lundberg, I. (2003). Reading and Writing Difficulties Among Prison Inmates: A Matter of Experiential Factors Rather Than Dyslexic Problems. Scientific Studies of Reading, 7, 53. doi:10.1207/S1532799XSSR0701_04 Scanlon, D.M., & Vellutino, F.R. (1997). A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At Risk for Reading Failure. Scientific Studies of Reading, 1, 191. doi:10.1207/s1532799xssr0103_2 Scanlon, D.M., Vellutino, F.R., Small, S.G., Fanuele, D.P., & Sweeney, J.M. (2005). Severe Reading DifficultiesCan They Be Prevented? A Comparison of Prevention and Intervention Approaches. Exceptionality, 13, 209. doi:10.1207/s15327035ex1304_3 Schneider, W., Roth, E., & Ennemoser, M. (2000). Training phonological skills and letter knowledge in children at risk for dyslexia: A comparison of three kindergarten intervention programs.. Journal of Educational Psychology, 92, 284. doi:10.1037/0022-0663.92.2.284 Segers, E., & Verhoeven, L. (2005). Long-term effects of computer training of phonological awareness in kindergarten. Journal of Computer Assisted Learning, 21, 17. doi:10.1111/j.1365-2729.2005.00107.x Seigneuric, A., & Ehrlich, M. (2005). Contribution of Working Memory Capacity to Childrenâs Reading Comprehension: A Longitudinal Investigation. Reading and Writing, 18, 617. doi:10.1007/s11145-005-2038-0 Seymour, P.K., & Evans, H.M. (1994). Levels of phonological awareness and learning to read. Reading and Writing, 6, 221. doi:10.1007/BF01027084 Shankweiler, D.D., Crain, S.S., Katz, L.L., Fowler, A.E., Liberman, A.M., Brady, S.A., Thornton, R.R., Lundquist, E.E., Dreyer, L.L., & Fletcher, J.M. (1995). COGNITIVE PROFILES OF READING-DISABLED CHILDREN:. Comparison of Language Skills in Phonology, Morphology, and Syntax. Psychological Science, 6, 149. doi:10.1111/j.1467-9280.1995.tb00324.x Shankweiler, D. (1999). Words to Meanings. Scientific Studies of Reading, 3, 112. doi:10.1207/s1532799xssr0302_2 Simpson, S. (2000). Dyslexia: a developmental language disorder. Child Care Health and Development, 26, 355. doi:10.1046/j.1365-2214.2000.00151.x Siok, W., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition.. Developmental Psychology, 37, 886. doi:10.1037/0012-1649.37.6.886 Snowling, M.J. (1996). Annotation: Contemporary Approaches to the Teaching of Reading. Journal of Child Psychology and Psychiatry, 37, 139. doi:10.1111/j.1469-7610.1996.tb01385.x Sprugevica, I., & HOien, T. (2003). Early phonological skills as a predictor of reading acquisition: A follow-up study from kindergarten to the middle of grade 2. Scandinavian Journal of Psychology, 44, 119. doi:10.1111/1467-9450.00329 Sprugevica, I., & Hoien, T. (2004). Relations between enabling skills and reading comprehension: A follow-up study of Latvian students from first to second grade. Scandinavian Journal of Psychology, 45, 115. doi:10.1111/j.1467-9450.2004.00386.x Stahl, S.A. (1998). Understanding Shifts in Reading and Its Instruction. Peabody Journal of Education, 73, 31. doi:10.1207/s15327930pje7303&4_3 Stanovich, K.E. (1991). Cognitive Science Meets Beginning Reading. Psychological Science, 2, 70. doi:10.1111/j.1467-9280.1991.tb00103.x Stanovich, K.E., & Stanovich, P.J. (1995). How research might inform the debate about early reading acquisition. Journal of Research in Reading, 18, 87. doi:10.1111/j.1467-9817.1995.tb00075.x Stothard, S.E., & Hulme, C. (1995). A Comparison of Phonological Skills in Children with Reading Comprehension Difficulties and Children with Decoding Difficulties. Journal of Child Psychology and Psychiatry, 36, 399. doi:10.1111/j.1469-7610.1995.tb01298.x Strehlow, U., Haffner, J., Bischof, J., Gratzka, V., Parzer, P., & Resch, F. (2006). Does successful training of temporal processing of sound and phoneme stimuli improve reading and spelling?. European Child & Adolescent Psychiatry, 15, 19. doi:10.1007/s00787-006-0500-4 Stuart, M. (1995). Through printed words to meaning: issues of transparency. Journal of Research in Reading, 18, 126. doi:10.1111/j.1467-9817.1995.tb00078.x Svensson, I., & Jacobson, C. (2006). How persistent are phonological difficulties? A longitudinal study of reading retarded children. Dyslexia, 12, 3. doi:10.1002/dys.296 Truch, S. (1994). Stimulating basic reading processes using auditory discrimination in depth. Annals of Dyslexia, 44, 60. doi:10.1007/BF02648155 Uhry, J.K. (1993). Predicting Low Reading From Phonological Awareness and Classroom Print. Educational Assessment, 1, 349. doi:10.1207/s15326977ea0104_4 Vellutino, F.R., Fletcher, J.M., Snowling, M.J., & Scanlon, D.M. (2004). Specific reading disability (dyslexia): what have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45, 2. doi:10.1046/j.0021-9630.2003.00305.x Vloedgraven, J.T., & Verhoeven, L. (2007). Screening of phonological awareness in the early elementary grades: an IRT approach. Annals of Dyslexia, 57, 33. doi:10.1007/s11881-007-0001-2 Wang, M., Park, Y., & Lee, K. (2006). Korean-English Biliteracy Acquisition: Cross-Language Phonological and Orthographic Transfer.. Journal of Educational Psychology, 98, 148. doi:10.1037/0022-0663.98.1.148 Wanzek, J., Dickson, S., Bursuck, W.D., & White, J.M. (2000). Teaching Phonological Awareness to Students At Risk for Reading Failure: An Analysis of Four Instructional Programs. Learning Disabilities Research and Practice, 15, 226. doi:10.1207/SLDRP1504_6 Whiteley, H.E., Smith, C.D., & Connors, L. (2007). Young children at risk of literacy difficulties: factors predicting recovery from risk following phonologically based intervention. Journal of Research in Reading, 070410031301007. doi:10.1111/j.1467-9817.2007.00342.x Wise, B.W., & Olson, R.K. (1992). How poor readers and spellers use interactive speech in a computerized spelling program. Reading and Writing, 4, 145. doi:10.1007/BF01027489 Yopp, H. (1995). A Test for Assessing Phonemic Awareness in Young Children. The Reading Teacher, 49, 20. doi:10.1598/RT.49.1.3 Ziegler, J.C., & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading Across Languages: A Psycholinguistic Grain Size Theory.. Psychological Bulletin, 131, 3. doi:10.1037/0033-2909.131.1.3 de Jong, P.F., & van der Leij, A. (2002). Effects of Phonological Abilities and Linguistic Comprehension on the Development of Reading. Scientific Studies of Reading, 6, 51. doi:10.1207/S1532799XSSR0601_03 |
|
|||||