The Theory and Practice of Specialist Literacy Teaching

Dyslexia in Context: Research, Policy and Practice

Volumn , Issue , 2008, Pages 120-131

  Rack, John ^a  

^a Dyslexia institute ^*  (United Kingdom)

Author keywords

Cognitive abilities; Dyslexia; Literacy teaching; Phonology; Reading skills

Indexed keywords

EID: 27744585466     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1002/9780470777916.ch6     Document Type: Chapter

References (13)

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4. Hatcher P, Hulme C, Ellis AW. (1994) Ameliorating early reading failure by integrating the teaching of reading and phonological skills: the phonological linkage hypothesis. Child Development 65: 41-57.
5. Lindamood P, Lindamood C. (1975) Auditory Discrimination in Depth. Columbus OH: Science Research Associates Division, MacmiUan/McGraw-Hill.
6. Rack JP, Hatcher J. (2002) A Three-year National Research Project to Investigate Literacy Difficulties in Primary School Children, to Develop Methods of Assessment and to Evaluate Different Methods of Teaching including Specialist Teaching and Home Support Programmes. Staines: The Dyslexia Institute.
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11. Turner M. (1997) The Psychological Assessment of Dyslexia. London: Whurr.
12. Wise BW, Ring J, Olson RK. (1999) Training phonological awareness with and without attention to articulation. Journal of Experimental Child Psychology 72: 271-304.
13. Wise BW, Ring J, Olson RK. (2000) Individual differences in gains from computer-assisted remedial reading with more emphasis on phonological analysis or accurate reading in context. Journal of Experimental Child Psychology 77: 197-235.