Word boxes help children with learning disabilities identify and spell words

Reading Teacher

Volumn 52, Issue 4, 1998, Pages 346-356

  Joseph, Laurice M ^a  

^a UNIVERSITY OF DAYTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0347140646     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (16)

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2. Ball, E.W., & Blachman, B.A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and spelling? Reading Research Quarterly, 26, 49 - 66.
3. Busink, R. (1997). Reading and phonological awareness: What we have learned and how we can use it. Reading Research and Instruction, 36, 199 - 215.
4. Carnine, D., Silbert, J., & Kameenui, E.J. (1991). Direct instruction reading. Columbus, OH: Merrill.
5. Clay, M. (1993). Reading Recovery: A guidebook for teachers in training. Portsmouth, NH: Heinemann.
6. Cunningham, P.M. (1995). Phonics they use: Words for reading and writing (2nd ed.). New York: HarperCollins.
7. Ehri, L.C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading and Writing Quarterly, 14, 135-163.
8. Elkonin, D.B. (1963). The psychology of mastery elements of reading. In B. Simon & J. Simon (Eds.), Educational psychology in the USSR (pp. 165-179). London: Routledge & Kegan Paul.
9. Foorman, B.R., Jenkins, L., & Francis, D.J. (1993). Links among segmenting, spelling and reading words in first and second grades. Reading and Writing, 5, 1 - 15.
10. Griffith, P.L., & Olson, M.W. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher, 45, 516 - 523.
11. McCormick, S. (1995). What is single subject experimental research? In S.B. Neuman & S. McCormick (Eds.), Single subject experimental research: Applications for literacy (pp. 1 - 31). Newark, DE: International Reading Association.
12. Nation, K., & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly, 32, 154-167.
13. Stanovich, K.E. (1994). Romance and reality. The Reading Teacher, 47, 280 - 291.
14. Stanovich, K.E., & West, R.F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402 - 433.
15. Vandervelden, M.C., & Siegal, L.S. (1995). Phonological receding and phoneme awareness in early literacy: A developmental approach. Reading Research Quarterly, 30, 854 - 879.
16. Yopp, H.K. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 49, 20 - 29.