Wanted: Teachers with knowledge of language

Topics in Language Disorders

Volumn 16, Issue 2, 1996, Pages 73-86

  Moats, Louisa Cook ^a   Lyon, G Reid ^b  

^a Greenwood Institute   (United States)

^b EUNICE KENNEDY SHRIVER NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT   (United States)

Author keywords

Dyslexia; Language; Literacy; Teacher education

Indexed keywords

EID: 0030559314     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/00011363-199602000-00007     Document Type: Article

References (49)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2. Adams, M.J., & Brack, M. (1993). Word recognition: The interface of educational policies and scientific research. Reading and Writing: An Interdisciplinary Journal, 5, 113-139.
3. Alexander, A.W., Andersen, H.G., Heilman, P.C., Voeller, K.K.S., & Torgesen, J.K. (1991). Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexies. Annals of Dyslexia, 41, 193-206.
4. Anderson, R.C., Heibert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: The National Institute of Education, U.S. Department of Education.
5. Bailet, L. (1990). Spelling rule usage among students with learning disabilities and normally achieving students. Journal of Learning Disabilities, 23, 121-128.
6. Ball, A., & Blachman, B. (1991). Does phoneme segmentation training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
7. Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26-59.
8. Bryant, P.E., & Bradley, L. (1983). Psychological strategies and the development of reading and writing. In M. Martlew (Ed.), The psychology of written language: Developmental and educational perspectives, Chichester, UK: Wiley.
9. Chall, J. (1989). Learning to read: The great debate 20 years later: A response to "Debunking the great phonics myth." Phi Delta Kappan, 70, 521-538.
10. Cranston-Gringos, A., & Mauser, A.J. (1992). Categorical and noncategorical teacher certification in special education: How wide is the gap? Remedial and Special Education, 13, 6-9.
11. DeFries, J.C., Olson, R.K., Pennington, B.F., & Smith, S.D. (1991). The Colorado reading project: An update. In D.D. Duane & D.B. Gray (Eds.), The reading brain: The biological basis of dyslexia. Parkton, MD: York Press.
12. Ehri, L.C. (1984). How orthography alters spoken language competencies in children learning to read and spell. In J. Downing & R. Valtin (Eds.), Language awareness and learning to read. New York, NY: Springer-Verlag.
13. Ehri, L.C. (1993). Development of the ability to read words: Update. In R. Ruddell, M. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading. Newark, DE: International Reading Association.
14. Felton, R.H., & Wood, F.B. (1989). Cognitive deficits in reading disability and attention deficit disorder. Journal of Learning Disabilities, 22, 3-13.
15. Fromkin, V., & Rodman, R. (1993). An introduction to language. Fort Worth, TX: Harcourt Brace Jovanovich.
16. Gillon, G., & Dodd, B. (1995). The effects of training phonological, semantic and syntactic processing skills in spoken language on reading ability. Language, Speech, and Hearing Services in Schools, 26, 58-68.
17. Goswami, U. (1992). Annotation: Phonological factors in spelling development. Journal of Child Psychology and Psychiatry, 33, 967-975.
18. Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
19. Cough, P.B., Ehri, L.C., & Treiman, R. (Eds.). (1992). Reading acquisition. Hillsdale, NJ: Erlbaum.
20. Graham, P.A. (1988, March). Revolution in pedagogy. Paper presented at the Wisconsin Symposium on Higher Education, LaCrosse, WI.
21. Henry, M. (1993). Morphological structure: Latin and Greek roots and affixes as upper grade code strategies. Reading and Writing: An Interdisciplinary Journal, 5, 227-241.
22. Hull, M. (1985). Phonics for the teacher of reading. Columbus, OH: Charles E. Merrill.
23. International Reading Association, Committee on Professional Standards and Ethics. (1978). Guidelines for professional preparation of reading teachers. The Reading Teacher, 32, 48-55.
24. Kavale, K.A., & Reese, J.H. (1991). Teacher beliefs and perceptions about learning disabiliites: A survey of Iowa practioners. Learning Disability Quarterly, 14, 141-160.
25. Liberman, I.Y., & Liberman, A.M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40, 51-76.
26. Liberman, I.Y., & Shankweiler, D. (1985). Phonology and the problems of learning to read and write. Remedial and Special Education, 6, 8-17.
27. Lindamood, P. (1994). Issues in researching the link between phonological awareness, learning disabilities, and spelling. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore, MD: Paul H. Brookes.
28. Lyon, G.R. (1995). Research initiatives in learning disabilities: Contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Neurology, 10, 120-126.
29. Lyon, G.R., Vaasen, M., & Toomey, F. (1989). Teachers' perceptions of their undergraduate and graduate preparation. Teacher Education and Special Education, 12, 164-169.
30. Marston, D. (1987). Does categorical teacher certification benefit the mildly handicapped child? Exceptional Children, 53, 423-431.
31. Mather, N. (1992). Whole language reading instruction for students with learning disabilities: Caught in the cross fire. Learning Disabilities Research and Practice, 7, 87-95.
32. Moats, L.C. (1994a). Honing the concepts of listening and speaking: A prerequisite to the valid measurement of language behavior in children. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore, MD: Paul H. Brookes.
33. Moats, L.C. (1994b). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-102.
34. Moats, L.C. (1995). Spelling: Development and disability. Timonium, MD: York Press.
35. Moats, L.C., & Smith, C. (1992). Derivational morphology: Why it should be included in language assessment and instruction. Language, Speech, and Hearing Services in Schools, 23, 312-319.
36. Nolen, P.A., McCutchen, D., & Berninger, V. (1990). Ensuring tomorrow's literacy: A shared responsibility. Journal of Teacher Education, 41, 63-72.
37. Rack, J.P., Snowling, M.J., & Olson, R.K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 29-53.
38. Reynolds, M.C., Wang, M.C., & Walberg, H.J. (1992). The knowledge bases for special and general education. Remedial and Special Education, 13, 6-10.
39. Scarborough, H. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1,728-1,743.
40. Shaywitz, B.A., Fletcher, J.M., & Shaywitz, S.E. (1995). Defining and classifying learning disabilities and attention-deficit hyperactivity disorder. Journal of Child Neurology, 10, 50-57.
41. Stanovich, K.E., & Siegel, L.S. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
42. Tangel, D., & Blachman, B. (1995). Effect of phoneme awareness on the invented spelling of first grade children: A one-year follow up. Journal of Reading Behavior, 27, 153-185.
43. Templeton, S. (1992). Theory, nature, and pedagogy of higher-order orthographic development in students. In S. Templeton & D. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy. Hillsdale, NJ: Erlbaum.
44. Treiman, R. (1991). The role of intrasyllabic units in learning to read and spell. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition. Hillsdale, NJ: Erlbaum.
45. Truch, S. (1994). Stimulating basic reading processes using auditory discrimination in depth. Annals of Dyslexia, 44, 60-80.
46. Vellutino, F.R., Scanlon, D., & Tanzman, M.S. (1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G.R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues. Baltimore, MD: Paul H. Brookes.
47. Wagner, R.K., & Torgesen, J.J. (1987). The nature of phonological processing and its causal role in acquisition of reading skills. Psychological Bulletin, 101, 192-212.
48. Williams, J. (1987). Educational treatments for dyslexia at the elementary and secondary levels. In R. Bowler (Ed.), Intimacy with language: A forgotten basic in teacher education. Baltimore, MD: The Orton Dyslexia Society.
49. Yopp, H.K. (1992). Developing phoneme awareness in young children. The Reading Teacher, 45, 696-703.