Comparison of two reading feedback strategies in improving the oral and written language performance of children with language-learning disabilities

American Journal of Speech-Language Pathology

Volumn 12, Issue 1, 2003, Pages 16-27

  Crowe, Linda K ^a  

^a KANSAS STATE UNIVERSITY   (United States)

Author keywords

Communicative reading strategies; Language learning disabilities; Reading accuracy; Reading comprehension; Receptive and expressive vocabulary

Indexed keywords

ARTICLE; CLINICAL ARTICLE; COMMUNICATIVE READING STRATEGY; CONTROLLED STUDY; FEMALE; HUMAN; INTERMETHOD COMPARISON; LANGUAGE DISABILITY; LINGUISTICS; MALE; READING; SCHOOL CHILD; SPEECH; SPEECH THERAPY; WRITING;

EID: 0037301254     PISSN: 10580360     EISSN: 15589110     Source Type: Journal    
DOI: 10.1044/1058-0360(2003/049)     Document Type: Article

References (28)

1. Badon, L.C. (1993). Comparison of word recognition and story retelling under the conditions of contextualized versus decontextualized reading events in at-risk poor readers. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge.
2. Beebe, M. J. (1980). The effect of different types of substitution miscues on reading. Reading Research Quarterly, 15, 324-336.
3. Catts, H. W. (1993). The relationship between speech-language impairments and reading disabilities. Journal of Speech and Hearing Research, 36, 948-958.
4. Catts, H. W., & Kamhi, A. G. (1999). Classification of reading disabilities. In H. W. Catts & A. G. Kamhi (Eds.). Language and reading disabilities (pp. 73-94). Boston: Allyn & Bacon.
5. Chall, J., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press.
6. Christen, W. L., & Murphy, T. J. (1991). Increasing comprehension by activating prior knowledge. Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. (ERIC Digest No. ED 328 885).
7. Eldredge, J. L., Reutzel, D. R., & Hollingsworth, P. M. (1996). Comparing the effectiveness of two oral reading practices: Round-robin reading and the shared book experience. Journal of Literacy Research, 28, 201-225.
8. 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.
9. Goodman, K., & Goodman, Y. (1977). Learning about psycholinguistic processes by analyzing oral reading. Harvard Educational Review, 47, 317-333.
10. Hernandez, S. N. (1989). Effects of communicative reading strategies on the literacy behaviors of third grade poor readers. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge.
11. Kuhn, M. R., & Stahl, S. A. (1998). Teaching children to learn word meanings from context: A synthesis and some questions. Journal of Literacy Research, 30(1), 119-138.
12. Mattes, L. J. (1998). Assessment of Sound Awareness and Production. Oceanside, CA: Academic Communication Associates.
13. Maxwell, S. A., & Wallach, G. P. (1984). The language-learning disabilities connection: Symptoms of early language disability change over time. In G. P. Wallach & K. Butler (Eds.). Language learning disabilities in school-age children (pp. 15-34). Baltimore: Williams & Wilkins.
14. McCoy, K. M., & Pany, D. (1986). Summary and analysis of oral reading corrective feedback research. The Reading Teacher, 39, 548-555.
15. National Assessment of Educational Progress. (1997). NAEP 1996 trends in academic progress. Washington, DC: National Center for Education Statistics.
16. Norris, J. A. (1988). Using communication strategies to enhance reading acquisition. The Reading Teacher, 41, 368-373.
17. Norris, J. A., & Hoffman, P. R. (1993). Whole language intervention for school-age children. San Diego, CA: Singular Publishing Group.
18. Pany, D., & McCoy, K. M. (1988). Effects of corrective feedback on word accuracy and reading comprehension of readers with learning disabilities. Journal of Learning Disabilities, 21, 546-550.
19. Reichmuth, S. S. (1997). Efficacy of communicative reading strategies as an instructional approach for adult low-ability readers. Ann Arbor, MI: UMI Dissertation Services.
20. Roy, R. (1998). The falcon's feathers. New York: Random House.
21. Sawyer, D. J. (1991). Whole language in context: Insights into the current great debate. Topics in Language Disorders, 11(3), 1-13.
22. Shany, M. T., & Biemiller, A. (1995). Assisted reading practice: Effects on performance for poor readers in grades 3 and 4. Reading Research Quarterly, 30, 382-395.
23. Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
24. Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72-110.
25. Turner, R. L. (1989). The great debate - can both Carbo and Chall be right? Phi Delta Kappan, 71, 276-283.
26. Wallace, G., & Hammill, D. D. (1994). Comprehensive Receptive and Expressive Vocabulary Test. Austin, TX: Pro-Ed.
27. Westby, C. E. (1991). Assessing and remediating text comprehension problems. In A. G. Kamhi and H. W. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 199-259). Needham Heights, MA: Allyn and Bacon.
28. Wiederholt, J. L., & Bryant, B. R. (1986). Gray Oral Reading Tests-Revised. Austin, TX: Pro-Ed.