An assessment of Early Steps: A program for early intervention of reading problems

Reading Research Quarterly

Volumn 34, Issue 1, 1999, Pages 54-79

  Santa, Carol M ^a   Høien, Torleiv ^b  

^a Kalispell School District   (United States)

^b Dyslexia Research Foundation   (Norway)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002589527     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: 10.1598/RRQ.34.1.4     Document Type: Article

References (61)

1. ADAMS, M.J. (1990). Beginning to read. Thinking and learning about print. Cambridge, MA: MIT Press.
2. ANDERSON, R.C., WILSON, P.T., & FIELDING, L.G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
3. BADDELEY, A.D. (1986). Working memory. Oxford. England: Oxford University Press.
4. BELL, J.A. (1995). Promising practices and programs for improving students achievement. Sacramento, CA: California Department of Education.
5. CALFEE, R. (1991). Decoding and spelling. What to teach, when to teach it, how to teach it. Psychological Science, 2, 83-85.
6. CENTER, Y., WHELDALL, K., FREEMAN, L., OUTHRED, L. & MCNAUGHT, M. (1995). An experimental evaluation of Reading Recovery. Reading Research Quarterly, 30, 240-263.
7. CHAPMAN, Y., & TUNMER, W. (1991). Recovering Reading Recovery. Australia and New Zealand Journal of Developmental Disabilities, 17, 59-71.
8. CLARKE, L.E. (1988). Invented spelling versus traditional spelling in first graders writings: Effects of learning to spell and read. Research in the Teaching of English, 22, 281-309.
9. CLAY, M.M. (1985). The early detection of complex behavior. Auckland, New Zealand: Heinemann.
10. CRAIN, S., SHANKWEILER, D., MACARUSO, P., & BAR-SHALOM, E. (1990). Working memory and comprehension of spoken sentences: Investigations of children with reading disorders. In G. Vallar & T. Shallice (Eds.), Neuropsychological impairments of short-term memory (pp. 477-508). Cambridge, England: Cambridge University Press.
11. CUNNINGHAM, A. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.
12. DOWHOWER, S.L. (1994). Repeated reading revisited: Research into practice. Reading and Writing Quarterly: Overcoming Learning Difficulties, 10, 343-358.
13. GAMBRELL, L.B., WILSON, R.M., & GANTT, W.N. (1981). Classroom observation of task attending behaviors of good and poor readers. Journal of Educational Research, 74, 400-404.
14. GOSWAMI, U. (1986). Children's use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42, 73-83.
15. GOSWAMI, U. (1988). Orthographic analogies and reading development. Quarterly Journal of Experimental Psychology, 40A, 239-268.
16. GOSWAMI, U. (1997, November). Orthographic processing in normal readers. Paper presented at the conference on Dyslexia: Advances in Theory and Practices, Dyslexia Research Foundation and Center for Reading Research, Stavanger, Norway.
17. GOSWAMI, U., & BRYANT, P. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
18. HIEBERT, E.H. (1994). Reading Recovery in the United States: What difference does it make to an age cohort? Educational Researcher, 23(9) 15-25.
19. HULME, C., & SNOWLING, M. (1994). Reading development and dyslexia. London: Whurr.
20. IVERSEN, S., & TUNMER, W. (1993). Phonological processing skills and the Reading Recovery program. Journal of Educational Psychology, 8, 112-126.
21. JUST, M.A., & CARPENTER, P.A. (1987). The psychology of reading and language comprehension. Needham Heights, MA: Allyn & Bacon.
22. LUNDBERG, I. (1994). Reading difficulties can be predicted and prevented: A Scandinavian perspective on phonological awareness and reading. In C. Hulme & M. Snowling (Eds.), Reading development and dyslexia (pp. 180-199). London: Whurr.
23. LUNDBERG, L. FROST, J., & PETERSEN, O.P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
24. LUNDBERG, I., & HØIEN, T. (1989). Phonemic deficits in developmental dyslexia. Irish Journal of Psychology, 10, 579-592.
25. LUNDBERG, I., & HØIEN, T. (1991). Initial enabling knowledge and skills in reading acquisition: Print awareness and phonological segmentation. In D.E. Sawyer & B. Fox (Eds.), Phonological awareness: The evolution of a concept (pp. 73-95). New York: Springer-Verlag.
26. LUNDBERG, I., & HØIEN, T. (1996). Levels of approaching reading and its difficulties. In B. Ericson & J. Rönnberg (Eds.), Reading disabilities and its treatment (pp. 11-33). Linköping, Sweden: Linköping University.
27. LYONS, C.A., PINNELL, G.S., SHORT, K., & YOUNG, P. (1986). The Ohio Reading Recovery Project. Vol. 4, pilot year, 1985-86. Columbus, OH: Ohio State University.
28. MORRIS, D. (1992). Case studies in teaching beginning readers: The Howard Street tutoring manual. Boone, NC: Fieldstream.
29. MORRIS, D. (in press). The role of clinical training in teaching of reading. In P. Mosenthal & D. Evensen (Eds.), Reconsidering the role of the reading clinic in a new age of literacy. Greenwich, CT: JAI Press.
30. MORRIS, D., & PERNEY, J. (1984). Developmental spelling as a predictor of first grade reading achievement. Elementary School Journal, 84, 441-457.
31. MORRIS, D., SHAW, B., & PERNEY, J. (1990). Helping low readers in grades 2 and 3: An after-school volunteer tutoring program. Elementary School Journal, 91, 133-150.
32. MOUSTAFA, M. (1995). Children's productive phonological recoding. Reading Research Quarterly, 30, 464-476.
33. NICHOLSON, T. (1989). A comment on Reading Recovery. New Zealand Journal of Educational Studies, 24, 95-97.
34. PALINCSAR, A.S., & RANSOM, K. (1988). From mystery spot to the thoughtful spot: The introduction of metacognitive strategies. The Reading Teacher, 41, 784-789.
35. PARIS, S.G., WASIK, B., & TURNER, J.C. (1991). The development of strategic readers. In R. Barr, M. Kamil, P. Mosenthal, & D. Pearson (Eds.), Handbook of reading research: Vol. 2 (pp. 609-640). White Plains, NY: Longman.
36. PETERS, E., & GRAVES, A.W. (1987). Special focus: Effective instruction in reading. Improving comprehension skills. Teaching Exceptional Children, 19, 63-65.
37. PETERSON, M.E., & HAINES, L.P. (1992). Orthographic analogy training with kindergarten children: Effects on analogy use, phonemic segmentation, and letter-sound knowledge. Journal of Reading Behavior, 24, 109-127.
38. PINNELL, G.S., HUCK, C.S., & DEFORD, D.E. (1986). The Reading Recovery Project in Columbus, Ohio, Vol. 5, year 1, 1985-86. Columbus, OH: Ohio State University.
39. PINNELL, G.S., LYONS, C.A., DEFORD, D.E., BRYK, A.S., & SELTZER, M. (1994). Comparing instructional models for the literacy education of high-risk first graders. Reading Research Quarterly, 29, 8-39.
40. PINNELL, G.S., LYONS, C.A., YOUNG, P., & DEFORD, D.E. (1987). The Reading Recovery Project in Columbus, Ohio, Vol. 6, year 2, 1986-87. Columbus, OH: Ohio State University.
41. PRESSLEY, M., RANKIN, J., & YOKOI, L. (1996). A survey of instructional practices of outstanding primary-level literacy teachers. Elementary School Journal, 96, 363-384.
42. RACK, J., HULME, C., SNOWLING, M., & WIGHTMAN, J. (1994). The role of phonology in young children learning to read words: The direct mapping hypothesis. Journal of Experimental Child Psychology, 57, 42-71.
43. SAMUELS, S.J. (1979). The method of repeated readings. The Reading Teacher, 17, 403-408.
44. SANTA, C.M. (1998). Early Steps: Learning from a reader. Kalispell, MT: Scott.
45. SHANAHAN, T. (1987). Review of early detection of reading difficulties. Journal of Reading Behavior, 19, 117-119.
46. SHARE, D.L., & STANOVICH, K.E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education: Contributions from Educational Psychology, 1, 1-57.
47. SPIEGEL, D.L. (1995). A comparison of traditional remedial programs and Reading Recovery: Guidelines for success for all programs. The Reading Teacher, 49, 86-96.
48. STANOVICH, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
49. STANOVICH, K.E. (1991). Changing models of reading and reading acquisition. In L. Riben & C.A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 19-31). Hillsdale, NJ: Erlbaum.
50. STAUFKER, R. (1969). Directing reading maturity as a cognitive process. New York: Harper & Row.
51. TREIMAN, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39, 161-181.
52. TREIMAN, R. (1986). The division between onsets and rimes in English syllables. Journal of Memory and Language, 25, 476-491.
53. TREIMAN, R. (1992). The role of intrasyllabic units in learning to read and spell. In P.G. Gough, L.C. Ehri, & R. Treiman (Eds.). Reading acquisition (pp. 65-106). Hillsdale, NJ: Erlbaum.
54. TUNNELL, M., & JACOBS, J. (1989). Using real books: Research findings on literature based reading instruction. The Reading Teacher. 42, 470-477.
55. VELLUTINO, F.R., SCANLON, D.M., SIPAY, E.R., SMALL, S.G., PRATT, A., CHEN, R., & DENCKLA, M.B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
56. WALMSLEY, S., & ALLINGTON, R. (1995). Redefining and reforming instructional support programs for at-risk students. In R. Allington & S. Walmsley (Eds.), No quick fix: Rethinking literacy programs in America's elementary schools (pp. 19-44). Newark, DE: International Reading Association.
57. WASIK, B.A., & SLAVIN, R.E. (1993). Preventing early reading failure with one tutoring: A review of five programs. Reading Research Quarterly, 28, 179-200.
58. WHITEHEAD, D. (1986). What shall we teach children to help them comprehend? Australian Journal of Reading, 9, 59-69.
59. WILKINSON, L., HILL, M.J., WELNA, J.P., & BIRKENBEUEL, G.K. (1992). SYSTAT for Windows: Statistics. Evanston, IL: SYSTAT.
60. WINSOR, P.J., & PEARSON, P.D. (1992). Children at risk: Their phonemic awareness development in holistic instruction. Urbana, IL: University of Illinois at Urbana-Champaign, Center for the Study of Reading.
61. YUILL, N., & OAKHILL, J. (1991). Children's problems in text comprehension: An experimental investigation. Cambridge, England: Cambridge University Press.