What speech-language pathologists need to know about early reading

Topics in Language Disorders

Volumn 20, Issue 1, 1999, Pages 48-58

  Snow, Catherine E ^b   Scarborough, Hollis S ^b   Burns, M Susan ^a  

^a GEORGE MASON UNIVERSITY   (United States)

^b NONE

Author keywords

Emergent literacy; Extended discourse; Phonological awareness; Preschool; Prevention; Vocabulary

Indexed keywords

EID: 0033270641     PISSN: 02718294     EISSN: None     Source Type: Journal    
DOI: 10.1097/00011363-199911000-00006     Document Type: Article

References (10)

1. Beals, D.E., & Tabors, P.O. (1995). Arboretum, bureaucratic, and carbohydrates: Preschoolers' exposure to rare vocabulary at home. First Language, 15(1), 57-76.
2. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (in press). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading 3(4), 331-361.
3. Fey, M. E. (1999). Speech-language pathology and the early identification and prevention of reading disabilities. Perspectives, 25, 13-17.
4. Fey, M. E., Catts, H. W., & Larrivee, L. (1995). Preparing preschoolers with language impairment for the academic and social challenges of school. In M. E. Fey, J. Windsor & S. F. Warren (Eds.), Language intervention: Preschool through the elementary years (pp. 3-37). Baltimore: Paul H. Brookes.
5. Hart, B., & Risley, T. R. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore: Paul H. Brookes Publishing Co.
6. National Research Council (1998). Preventing Reading Difficulties in Young Children. (Committee on the Prevention of Reading Difficulties in Young Children: C. E. Snow, M. S. Burns, and P. Griffin, Editors.) Washington, DC: National Academy Press.
7. National Research Council (1999). Starting Out Right: A Guide to Promoting Children's Reading Success. (Committee on the Prevention of Reading Difficulties in Young Children; M. S. Burns, P. Griffin, and C. E. Snow, Editors.) Washington, DC: National Academy Press.
8. Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-19). Timonium, MD: York Press.
9. Stothard, S. E., Snowling, M. J., Bishop, D. V. M., Chipchase, B. B., & Kaplan, C. A. (1998). Language impaired preschoolers: A follow-up into adolescence. Journal of Speech and Hearing Research.
10. Weizman, Z.O. (1995). Sophistication in maternal vocabulary input at home: Does it affect low-income children's vocabulary, literacy, and language success in school? Unpublished doctoral dissertation. Harvard Graduate School of Education, Cambridge, MA.