Phonemic
Awareness
- Badian, N. A. (2001).
"Phonological and orthographic processing." Annals
of Dyslexia 51: 179-202.
- Compton, D. L.
(2002). "The relationships among phonological processing, orthographic
processing, and lexical development in children with reading disabilities."
The
Journal of Special Education 35(4): 201-210.
- Ehri, L. C., Nunes,
S. R., Willows, D. M., Valeska Schuster, B., Yaghoub-Zadeh, Z. &
Shanahan, T. (2001). "Phonemic awareness instruction helps children
learn to read: Evidence from the National Reading Panel's meta-analysis."
Reading
Research Quarterly 36(3): 250.
- Good, R. H., Kaminski,
R. A., Simmons, D. & Kame'enui, E.J. (2001). "Using Dynamic
Indicators of Basic Early Literacy Skills (DIBELS) in an Outcomes-Driven
Model: Steps to reading outcomes." OSSC Bulletin 44(1): 8-26.
- Hammill, D. D.,
Mather, N., Allen, E. A. & Roberts, R. (2002). "Using semantics,
grammar, phonology, and rapid naming tasks to predict word identification."
Journal
of Learning Disabilities 35(2): 121-136.
- Howard Allor, J.
(2002). "The relationship of phonemic awareness and rapid naming
reading development." Learning
Disability Quarterly 25(1): 47-58.
- Leslie, L. &
Allen, L. (1999). "Factors that predict success in an early literacy
intervention project." Reading
Research Quarterly 34(4): 404.
- Lovett, M. W.,
Lacerenza, L. & Borden, S. L. (2000). "Putting Struggling Readers
on the PHAST Track: A program to integrate phonological and strategy-based
remedial reading instruction and maximise outcomes." Journal
of Learning Disabilities 33(5): 458-476.
- Munro, J. K. (1991).
Developmental Sequence for Helping Readers Improve their Orthographic
Knowledge.(Not yet available
online)
- Munro, J. K. (1998).
"Phonological and phonemic awareness: Their impact on learning
to read prose and to spell." Australian Journal of Learning Disabilities
3(2): 15-21.(Not yet available
online)
- Munro, J. K. (1999).
"The phonemic-orthographic nexus." Australian Journal of Learning
Disabilities 4(3): 27-34.
(Not
yet available online)
- Nation, K. &
Hulme, C. (1997). "Phonemic Segmentation, not onset-rime segmentation,
predicts early reading and spelling skills." Reading
Research Quarterly 32(2): 154.
- Schatschneider,
C., Carlson, C.D., Francis, D.J., Foorman, B.R. & Fletcher, J. M.
(2002). "Relationship of rapid automatized naming and phonological
awareness in early reading development: Implications for double-deficit
hypothesis." Journal
of Learning Disablities 35(3): 245-256.
- Sofie, C. A. &
Riccio, C. A. (2002). "A comparison of multiple methods for the
identification of children with reading disabilities." Journal
of Learning Disabilities 35(3): 234-244.
Spelling/Orthographics
- Butyniec-Thomas,
J., & Woloshyn, V.E. (1997). "The effects of explicit-strategy
and whole-language instruction on students' spelling ability."
The
Journal of Experimental Education 65(4).
- Munro, J. K. (1991).
Developmental Sequence for Helping Readers Improve their Orthographic
Knowledge.(Not available
online)
- Nation, K. and
C. Hulme (1997). "Phonemic segmentation, not onset-rime segmentation,
predicts early reading and spelling skills." Reading
Research Quarterly 32(1): 154.
- Templeton, S.
and D. Morris (1999). "Questions teachers ask about spelling."
Reading
Research Quarterly 34(1): 102.
Visual
Imagery/Visualising
- Balch Jackson, F. and M. Madison (1998). Teacher training: Providing
instruction in a basic reading strategy in elementary rural general
education settings. Coming together: Preparing for rural special education
in the 21st century. American Council on Rural Special Education, Charlston.
- Clark, F. L., Deshler,
D. D., Schumaker, J. B., Alley, G. R. and M. M. Warner (1984). "Visual
imagery and self-questioning: Strategies to improve comprehension of
written material." Journal of Learning Disabilities 17(3): 145-149.
(Not available online)
- Cornoldi, C., Rigoni,
F., Tressoldi, P. E. and C. Vio (1999). "Imagery deficits in nonverbal
learning disabilities." Journal
of Learning Disabilities 32(1): 48.
- Danko, C. (1992).
Using visual imagery to help Chapter 1 students improve comprehension.
South Dakota, Northern Rocky Mountain Educational Research Association
- Sorrell, A. L.
(1996). Triadic approach to reading comprehension strategy instruction.
Learning Disabilities Association of Texas, Austin.
Onset
and rime
- Good, R. H., Kaminski, R. A., Simmons, D. & Kame'enui, E.J. (2001).
"Using Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
in an Outcomes-Driven Model: Steps to reading outcomes." OSSC Bulletin
44(1): 8-26.
- Nation, K. and C. Hulme (1997). "Phonemic segmentation, not onset-rime
segmentation, predicts early reading and spelling skills." Reading
Research Quarterly 32(1): 154.
Rapid
Automatised Naming
- Bridge Denckla, M. and L. E. Cutting (1999). "History and significance
of rapid automatised naming." Annals
of Dyslexia 49
- Howard Allor, J.
(2002). "The relationship of phonemic awareness and rapid naming
reading development." Learning
Disability Quarterly 25(1): 47-58.
- Meyer, M. S., Wood,
F. B., Hart, L. A. & Felton,
R. H. (1998). "Longitudinal course of rapid naming in disabled
and nondisabled readers." Annals
of Dyslexia 48: 91.
- Neuhaus, G. F.
and P. R. Swank (2002). "Understanding the relations between RAN
letter subtest components and word reading in first-grade students."
Journal of Learning Disabilities 35(2): 158-174. (Not
available online)
Metacognition
- Chan, L. "Metacognition
and remedial education." Australian Journal of Remedial Education
23(1): 4-10.(Not available online)
- Muter, V. & Snowling, M. (1998). "Concurrent and Longitudinal
Predictors fo Reading: The role of metalinguistic and short-term memory
skills." Reading
Research Quarterly 33(3): 320.
- Neuman, S. B. (2001). "The role of Knowledge in early literacy."
Reading
Research Quarterly 36(4): 468.
- Tunmer, W. E., Herriman, M.L & Nesdale, A. R. (1988). "Metalinguistic
abilities and beginning reading." Reading
Research Quarterly 23(2): 134-158.
Self
efficacy
- Casteel, C. P., Isom, B. A., Jordan, K. F., (2000). Creating confident
and competent readers: Transactional strategies instruction Intervention
in School and Clinic; Austin; Vol: 36, Issue: 2, pp.67, Nov 2000.
- McCabe, P. P.,Margolis, H.,(2001). Enhancing the self-efficacy of
struggling readers. Clearing
House; Washington; Sep/Oct 2001Vol: 75, No: 1, pp. 45-49.
Self
management and monitoring
(self-correct,
self-question, self scripts, recources)
Gifted, Learning Disabled
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