Individualisation of learning in mainstream school children

Educational and Child Psychology

Volumn 19, Issue 4, 2002, Pages 63-74

  Brooks, Peter ^a   Weeks, Sally ^a   Everatt, John ^a  

^a UNIVERSITY OF SURREY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 37949000683     PISSN: 02671611     EISSN: 23968702     Source Type: Book Series    
DOI: None     Document Type: Article

References (32)

1. Bradley, L. (1981). The organisation of motor patterns for spelling: An effective remedial strategy for backward readers. Developmental Medicine and Child Neurology, 23, 83-91.
2. Brooks, G., Pugh, A. K. & Schagen, I. (1996). Reading performance at nine. Slough: NFER.
3. Brooks, P. & Weeks, S. (1998). A comparison of responses of dyslexic, slow learning and control children to different strategies for teaching spellings. Dyslexia, 4, 212-222.
4. Brooks, P. L. (1995). The effectiveness of various teaching strategies in teaching spelling to a student with severe learning difficulties. Educational and Child Psychology, 12, 80-88.
5. Brooks, P. L. & McLean, B. E. (1998). Helen Arkell spelling test, Part 1. Frensham: Helen Arkell Dyslexia Centre.
6. Bryant, P. D. & Bradley, L. (1983). Categorising sounds and learning to read: A causal connection. Nature, 301, 419-421.
7. Byrne, B. & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A 1 year follow up. Journal of Educational Psychology, 85, 104-111.
8. Chall, J. (1967). Learning to read: The great debate. New York: McGraw-Hill.
9. Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.
10. Entwistle, N. (1981). Styles of learning and teaching. Chichester: Wiley.
11. Fisher, R. I. (1985). Visual and motor preferences may determine reading approach. Journal of Human Behavior and Learning, 2, 13-18.
12. Frederickson, N. & Wilson, J. (1996). Phonological awareness training: A new approach to phonics teaching. Dyslexia, 2, 101-120.
13. Given, B. K. & Reid, G. (1999). Learning styles: A guide for teachers and parents. St Annes-on-Sea: Red Rose Publications.
14. Hatcher, P. J., Hulme, C. & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65, 41-57.
15. Hornsby, B. & Miles, T. R. (1980). The effects of dyslexia centred teaching. British Journal of Educational Psychology, 50, 236-242.
16. Hulme, C. (1981). Reading retardation and multi-sensory teaching. London: Routledge and Kegan Paul.
17. Lane, C. & Chinn, S. J. (1986). Learning by self-voice echo. Academic Therapy, 21, 477-481.
18. Lovett, M. W., Warren-Chaplin, P. M., Ransby, M. J. & Borden, S. L. (1990). Training the word recognition skills of reading disabled children: Treatment and transfer effects. Journal of Educational Psychology, 82, 769-780.
19. Lyon, G. R. (1985). Identification and remediation of learning disability subtypes: Preliminary findings. Learning Disabilities Focus, 1, 21-35.
20. McFadden, T. U. (1998). The immediate effects of pictographic representation on children's narratives. Child Language Teaching and Therapy, 14, 51-67.
21. McGuinness, D. (1998). Why children can't read. London: Penguin.
22. Miller, A. (1987). Cognitive styles: An integrated model. Educational Psychology, 7, 251-268.
23. Murray, T. S., Kirsch, I. S. & Jenkins, L. B. (1998). Adult literacy in OECD countries: Technical report on the first international adult literacy survey. Washington, DC: National Center for Education Statistics (ED).
24. Muter, V., Hulme, C., Snowling, M. & Taylor, S. (1998). Segmentation, not rhyming predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3-27.
25. Riding, R. & Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, 11, 193-215.
26. Schmeck, R. R. (Ed.) (1988) Learning strategies and learning styles. New York: Plenum Press.
27. Scruggs, T. E. & Mastropieri, M. A. (1990). Mnemonic instruction for students with learning disabilities: What it is and what it does. Learning Disability Quarterly, 13, 271-280.
28. Smith, F. (1994) Understanding reading (5th ed.). Hillsdale, NJ: LEA.
29. Solity, J. (2000). The early reading research: Applying psychology to classroom practice. Educational and Child Psychology, 17, 46-65.
30. Spaai, G. W., Ellermann, H. H. & Reitsma, P. (1991). Effects of segmented and whole-word sound feedback on learning to read single words. Journal of Educational Research, 84, 204-213.
31. Torgesen, J. K., Wagner, R. K. & Rashotte, C. A. (1994) Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
32. Weeks, S., Brooks, P. & Everatt, J. (2002). Differences in learning to spell: Relationships between cognitive profiles and learning responses to teaching methods. Educational and Child Psychology, 19, 47-62.