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Articles that cite this article: Phonological Awareness Intervention Research: A Critical Review of the Experimental MethodologyGary A. TroiaArticles that cite this article (and are available online) include:Burns, M.K. (2003). Reexamining data from the national reading panel's meta-analysis: Implications for school psychology. Psychology in the Schools, 40, 605. doi:10.1002/pits.10110 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 Haslum, M.N. (2007). What kind of evidence do we need for evaluating therapeutic interventions?. Dyslexia, 13, 234. doi:10.1002/dys.354 Hatcher, P.J. (2003). Reading intervention: A ‘conventional’ and successful approach to helping dyslexic children acquire literacy. Dyslexia, 9, 140. doi:10.1002/dys.254 Hsieh, P., Acee, T., Chung, W., Hsieh, Y., Kim, H., Thomas, G.D., You, J., Levin, J.R., & Robinson, D.H. (2005). Is Educational Intervention Research on the Decline?. Journal of Educational Psychology, 97, 523. doi:10.1037/0022-0663.97.4.523 Hu, C. (2003). Phonological Memory, Phonological Awareness, and Foreign Language Word Learning. Language Learning, 53, 429. doi:10.1111/1467-9922.00231 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 KRASHEN, S. (2001). DOES 'PURE' PHONEMIC AWARENESS TRAINING AFFECT READING COMPREHENSION?. Perceptual and Motor Skills, 93, 356. doi:10.2466/PMS.93.6.356-358 Klingner, J.K., & Edwards, P.A. (2006). Cultural Considerations With Response to Intervention Models. Reading Research Quarterly, 41, 108. doi:10.1598/RRQ.41.1.6 Kratochwill, T.R., & Stoiber, K. (2002). Evidence-Based Interventions in School Psychology: Conceptual Foundations of the Procedural and Coding Manual of Division 16 and the Society for the Study of School Psychology Task Force. School Psychology Quarterly, 17, 341. doi:10.1521/scpq.17.4.341.20872 Levin, J.R. (2002). How to Evaluate the Evidence of Evidence-Based Interventions?. School Psychology Quarterly, 17, 483. doi:10.1521/scpq.17.4.483.20867 Nicolson, R.I., & Reynolds, D. (2003). Sound findings and appropriate statistics: Response to Snowling and Hulme. Dyslexia, 9, 134. doi:10.1002/dys.248 Pressley, M. (2005). Oh, the Places an Educational Psychologist Can Go! … and How Young Educational Psychologists Can Prepare for the Trip (Apologies to Dr. Seuss). Educational Psychologist, 40, 137. doi:10.1207/s15326985ep4003_1 Simpson, S. (2000). Dyslexia: a developmental language disorder. Child Care Health and Development, 26, 355. doi:10.1046/j.1365-2214.2000.00151.x Snowling, M.J., & Hulme, C. (2003). A critique of claims from Reynolds, Nicolson & Hambly (2003) that DDAT is an effective treatment for children with reading difficulties-‘Lies, damned lies and (inappropriate) statistics?’. Dyslexia, 9, 127. doi:10.1002/dys.245 VERHOEVEN, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28, 425. doi:10.1017/S0142716407070233 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 van Otterloo, S.G., van der Leij, A., & Veldkamp, E. (2006). Treatment integrity in a home-based pre-reading intervention programme. Dyslexia, 12, 155. doi:10.1002/dys.311 |
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