Identifying dyslexia in bilingual children: A phonological approach with inner London Sylheti speakers

Dyslexia

Volumn 4, Issue 3, 1998, Pages 119-131

  Frederickson, Norah ^a   Frith, Uta ^a  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

Bilingual children; Dyslexia; Phonological skills; Specific learning difficulties

Indexed keywords

EID: 0012715801     PISSN: 10769242     EISSN: None     Source Type: Journal    
DOI: 10.1002/(SICI)1099-0909(199809)4:3<119::AID-DYS112>3.0.CO;2-8     Document Type: Article

References (21)

1. Ashby, B., Morrison, A. and Bulcher, H.J. (1970) The abilities and attainments of immigrant children. Research in Education, 4, 73-80.
2. Ashton, C. (1996) In defence of discrepancy definitions of specific learning difficulties. Educational Psychology in Practice, 12, 131-140.
3. Baker, C. (1996) Foundations of Bilingualism and Bilingual Education, 2nd edn. Avon: Multilingual Matters.
4. Barrs, M., Ellis, S., Hester, H. and Kelly, A.V. (1988) The Primary Language Record Handbook. London: CLPE.
5. Brady, S. and Shankweiler, D. (1991) Phonological Processes in Literacy. Hillsdale, NJ: Lawrence Erlbaum, 1991.
6. Bruck, M. and Genesee, F. (1995) Phonological awareness in young second language learners. Journal of Child Language, 22, 307-324.
7. Campbell, R. and Sais, E. (1995) Accelerated metalinguistic (phonological) awareness in bilingual children. British Journal of Developmental Psychology, 13, 61-68.
8. Cline, T. and Reason, R. (1993) Specific learning difficulties (dyslexia): equal opportunities issues. British Journal of Special Education, 20, 30-34.
9. Cummins, J. (1984) Bilingitalism and Special Education: Issues in Assessment and Pedagogy. Avon: Multilingual Matters.
10. Cummins, J. and Swain, M. (1986) Bilingualism in Education. New York: Longman.
11. DaFontoura, H.A. and Siegel, L.S. (1995) Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children. Rending and Writing, 7, 139-153.
12. Department for Education (1994) Code of Practice on the Identification and Assessment of Special Educational Needs. London: HMSO.
13. Elliott, C.D., Murray, D.J. and Pearson, L.S. (1983) British Ability Scales. Windsor: NFER-Nelson.
14. Fawcett, A. and Nicolson, R. (1994) Speed of processing, motor skill, automaticity and dyslexia. In A. Fawcett and R. Nicolson (Eds), Dyslexia in Children: Multidisciplinary Perspectives. London: Harvester Wheatsheaf.
15. Frederickson, N., Frith, U. and Reason, R. (1997) The Phonological Assessment Battery, Standardisation Edition. Windsor: NFER-Nelson.
16. Frederickson, N. and Reason, R. (1995) Discrepancy definitions of specific learning difficulties. Educational Psychology in Practice, 10, 195-205.
17. Frith, U. (1997) Brain, mind and behaviour in dyslexia. In C. Hulme and M. Snowling (Eds), Dyslexia: Biology, Cognition and Intervention. London: Whurr.
18. ILEA (Inner London Education Authority (1985) Educational Opportunities for All? Research Studies. Fish Report, Vol. 2. London: ILEA.
19. Miles, T.R. (1996) Do dyslexic children have IQs? Dyslexia, 2, 175-178.
20. Neale, M.D., Whetton, C., Caspall, L. and McCulloch, K. (1997) Neale Analysis of Reading Ability - Revised. Manual for Psychological Services. Windsor: NFER-Nelson.
21. Pumfrey, P. and Reason, R. (1991) Specific Learning Dificulties (Dyslexia): Challenges and Responses. Windsor: NFER-Nelson.