The effects of systematic reading instruction on three classifications of readers

Reading Research and Instruction

Volumn 45, Issue 3, 2006, Pages 243-260

  Kerins, Marie ^a  

^a LOYOLA UNIVERSITY MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33750591789     PISSN: 08860246     EISSN: None     Source Type: Journal    
DOI: 10.1080/19388070609558450     Document Type: Article

References (28)

1. Baddeley, A. (1986). Working memory. New York: Oxford University Press.
2. Baddeley, A. (1992). Working memory. Science,255, 556-559.
3. Blachman, B.A. (1984). Relationship of rapid naming ability and language analysis skills to kindergarten and first grade reading achievement. Journal of Educational Psychology,76, 610-622.
4. Bowers, P.G. (1995). Tracing symbol naming speed’s unique contributions to reading disabilities over time. Reading and Writing: An Interdisciplinary Journal, 1,189-216.
5. Catts, H. & Kahmi, A. (2004). Language and reading disabilities.Boston: Allyn and Bacon.
6. Cutting, L.E. & Denckla, M.B. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal,14, 673-705.
7. Denckla, M.B. & Rudel, R.G. (1972). Color naming defects in dyslexic boys. Cortex,8,164-176.
8. Gathercole, S.E., Willis, C.S., & Baddeley, A.D. (1991). Differentiating phonological memory and awareness of rhyme: Reading and vocabulary development in children. British Journal of Psychology,82, 387-406.
9. Levy, B.A., Abello, B., & Lysynchuk, L. (1997). Transfer from word training to reading in context: Gains in reading fluency and comprehension. Language Disability Quarterly,20, 173-188.
10. Lovett, M.W., Steinbach, K. A., Frijters, J.C. (2000). Remediating the core deficits of developmental reading disability: A double deficit perspective. Journal of Learning Disabilities, 33 (4). Academic Search Premier
11. Manis, F.R., Doi, L.M., Bhadha, B. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of Learning Disabilities33 (4) 325-344.
12. McBride-Chang, C., & Manis, F.R. (1996). Structural invariance in the associations of naming speed, phonological awareness, and verbal reasoning in good and poor readers: A test of the double deficit hypothesis. Reading and Writing: An interdisciplinary Journal,8, 323-339.
13. McGuiness, C. & McGuinness, G. (1999). Reading reflex: The foolproof phono-graphix method for teaching your child to read. NY Fireside.
14. McGrew, K.S. & Woodcock, R.W. (2001). Woodcock-Johnson 111 technical manual.Itasca, IL. Riverside Publishing Company.
15. Morris, R., Stuebing, K., Fletcher, J., Shaywitz, S., Lyon, R., Shankweiler, D., Katz, L., Francis, D., & Shaywitz, B. (1998). Subtypes of reading disability: A phonological core. Journal of Educational Psychology90: 347-373.
16. Schatschneider, C., Carlson, C.D., Francis, D.J., Foorman, B.R. & Fletcher, J.M. (2002). Relationship of rapid automized naming and phonological awareness in early reading development: implications for the double-deficit hypothesis. Journal of Learning Disabilities, 35 (3), 245-257.
17. Shankweiler, C. & Crain, C., (1986). Language mechanisms and reading disorders: A modular approach. Cognition,24, 139-168.
18. Snow, C.E., Bums, S., & Griffin, P., (Eds.). (1998). Preventing reading difficulties in young children.Washington, DC: National Academy Press.
19. Torgeson, J.K. & Burgess, S.R. (1998). Consistency of reading related phonological processes throughout early childhood: Evidence from longitudinal-correlational and instructional studies. In J.L. Metsals & L.C. Ehri (Eds.). Word recognition in beginning literacy (161-188) Mahwah, NLErlbaum.
20. Torgeson, J.K., Morgan, S.T., & Davis, C. (1992). Efects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology,84, 364-370.
21. Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid automatic naming ability to the growth of word-reading skills in second to fifth-grade children. Scientific Studies of Reading,1(2), 161-195.
22. U.S. Department of Health and Human Services. (2000). Report of the National Reading Panel: Teaching children to Read: An evidence-based assessment of the scientific research literature on treading and its implications for reading instruction (NIH Publication No. 00-4769). Rockville, MD: Author.
23. Wagner, R.K., Torgeson, J.K. & Rashotte, C.A. (1994). Development of reading -related phonological processing processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30(1), 73-87.
24. Wagner, R.K., Torgeson, J.K. & Rashotte, C.A. (1999). Comprehensive test of phonological processing.Austin, Texas, 1999.
25. Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences, Reading Research Quarterly26: 123-141.
26. Wolf, M. & Bowers, P.G. (1999). The double-deficit hypothesis for the developmental dyslexias, Journal of Educational Psychology,19 (3), 415-438.
27. Wolf, M., & Bowers, P.G. (2000). Naming-speed processes and developmental reading disabilities: An introduction to the special issue on the special issue on the double-deficit hypothesis, Journal of Learning Disabilities, 3 (4), retrieved 8/13/03 from EBSCO host
28. Woodcock, R.W., McGrew, K., & Mather, N., (2001). Woodcock-Johnson III Test of Achievement. Ithica, 111. Riverside Publishing.