Identification and remediation of reading difficulties based on successive processing deficits and delay in general reading

Psychological Reports

Volumn 91, Issue 3 PART 1, 2002, Pages 813-824

  Churches, Melinda ^a   Skuy, Mervyn ^a   Das, J P ^b  

^a UNIVERSITY OF THE WITWATERSRAND   (South Africa)

^b UNIVERSITY OF ALBERTA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

AFRICAN AMERICAN; ARTICLE; ATTENTION; CHILD; CLINICAL TRIAL; CULTURAL FACTOR; DYSLEXIA; EDUCATION; FEMALE; HUMAN; LEARNING; MALE; METHODOLOGY; NEGRO; PHONETICS; PSYCHOLOGICAL ASPECT; SHORT TERM MEMORY; SOUTH AFRICA; TEACHING;

AFRICAN AMERICANS; AFRICAN CONTINENTAL ANCESTRY GROUP; ATTENTION; CHILD; CROSS-CULTURAL COMPARISON; DYSLEXIA; FEMALE; HUMANS; MALE; MEMORY, SHORT-TERM; PHONETICS; REMEDIAL TEACHING; SERIAL LEARNING; SOUTH AFRICA;

EID: 0036981619     PISSN: 00332941     EISSN: 1558691X     Source Type: Journal    
DOI: 10.2466/pr0.2002.91.3.813     Document Type: Article

References (17)

1. BODEN, C., & KIRBY, J. R. (1995) Successive processing, phonological coding, and the remediation of reading. Journal of Cognitive Education, 4, 19-31.
2. CARLSON, J., & DAS, J. P. (1998) A process approach to remediating word decoding deficiencies in Chapter 1 children. Learning Disabilities Quarterly, 20, 93-102.
3. DAS, J. P. (1999) The PASS Reading Enhancement Program. Deal, NJ: Sarka Educational Resources.
4. DAS, J. P., MISHRA, K., & POOL, J. E. (1995) An experiment on cognitive remediation of word-reading difficulty. Journal of Learning Disabilities, 28, 66-79.
5. DAS, J. P., NAGLIERI, J. A., & KIRBY, J. R. (1994) Assessment of cognitive processes: the PASS theory of intelligence. Boston, MA: Allyn & Bacon.
6. DAS, J. P., PARRILLA, R. K., KENDRICK, M. E., & KIRBY, J. R. (1997) Efficacy of a reading remediation program for at-risk children in Grade 1. (Unpublished article from R. Parrilla, Department of Psychology, Univer. of Tromson, Tromso, Norway)
7. DAS, J. P., & SIU, I. (1989) Good and poor readers' word naming time, memory span, and story recall. Journal of Experimental Education, 57, 101-114.
8. DONALD, D. R. (1993) Reconceptualising the nature and extent of special educational need in South Africa. Perspectives in Education, 14, 139-156.
9. FROESE, V. (Ed.) (1991) Whole language, practice and theory. Boston, MA: Allyn & Bacon.
10. HULME, C., THOMSON, N., MUIR, C., & LAWRENCE, A. (1984) Speech rate and the development of short-term memory span. Journal of Experimental Child Psychology, 38, 241-253.
11. KRIEGLER, S. M., & SKUY, M. (1996) Perspectives on psychological assessment in South African schools. In P. Engelbrecht & S. M. Kriegler (Eds.), Perspectives on learning difficulties: international concerns and South African realities. Pretoria, SA: J. L. van Schaik, Pp. 109-122.
12. LOVETT, M., RANSBY, M., HARDWICK, N., JOHNS, M., & DONALDSON, S. (1989) Can dyslexia be treated? Treatment specific and generalized treatment effects in dyslexic children's response to remediation. Brain and Language, 37, 90-121.
13. NAGLIERI, J. A., & DAS, J. P. (1997) Cognitive Assessment System interpretive handbook. Chicago, IL: Riverside.
14. PERFETTI, C., FINGER, E., & HOGABOAM, T. (1978) Sources of vocalization latency differences between skilled and less skilled young readers. Journal of Educational Psychology, 70, 730-739.
15. STANOVICH, K. (1981) Relationships between word decoding speed, general name-retrieval ability and reading progress in first-grade children. Journal of Educational Psychology, 73, 809-815.
16. UNESCO. (1998) World Education Report. London: UNESCO.
17. WOODCOCK, R. W. (1987) Woodcock Reading Mastery Tests-Revised. Circle Pines, MN: American Guidance Service.