When ordinary children fail to read

Reading Research Quarterly

Volumn 38, Issue 1, 2003, Pages 128-131

  Labov, William ^a  

^a UNIVERSITY OF PENNSYLVANIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 4043114350     PISSN: 00340553     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (15)

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2. BAILEY, G. (1993). A perspective on African-American English. In D. Preston (Ed.), American dialect research (pp. 287-318). Philadelphia: Benjamins.
3. EHRI, L.C. (1997). Sight word learning in normal readers and dyslexics. In B.A. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 163-189). Mahwah, NJ: Erlbaum.
4. FLETCHER, J.M., MORRIS, R., LYON, G.R., STUEBING, K.K., SHAYWITZ, S.E., SHANKWEILER, D.P., KATZ, L., & SHAYWITZ, B.A. (1997). Subtypes of dyslexia: An old problem revisited. In B.A. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 95-114). Mahwah, NJ: Erlbaum.
5. GICK, B. (2002). The American intrusive. American Speech, 77, 167-183.
6. LABOV, W. (2001). Applying our knowledge of African American English to the problem of raising reading levels in inner city schools. In S.L. Lanehart (Ed.), Sociocultural and historical contexts of African American English (pp. 299-317). Philadelphia: Benjamins.
7. LABOV, W., BAKER, B., BULLOCK, S., ROSS, L., & BROWN, M. (1998). A graphemic-phonemic analysis of the reading errors of inner city children. Available online: http://www.ling.upenn.edu/~labov/Papers/ GAREC/GAREC.html
8. LABOV, W., & HARRIS, W.A. (1986). De facto segregation of black and white vernaculars. In D. Sankoff (Ed.), Diversity and diachrony (pp. 1-24). Philadelphia: Benjamins.
9. LOVETT, M.W., BORDEN, S.L., DELUCA, T., LACERENZA, L., BENSON, N., & BRACKSTONE, D. (1994). Treating the core deficits of developmental dyslexia: Evidence of transfer of learning after phonologically- and strategy-based reading training programs. Developmental Psychology, 30, 805-822.
10. NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
11. SCARBOROUGH, H. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B.K. Shapiro, P.J. Accardo, & A.J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 77-121). Timonium, MD: York Press.
12. SHAYWITZ, S.E., & SHAYWITZ, B.A. (1996). Unlocking learning disabilities: The neurological basis. In S.C. Cramer & W. Ellis (Eds.), Learning Disabilities, Lifelong Issues (pp. 225-260). Baltimore, MD: Paul H. Brookes.
13. SNOW, C.M., BURNS, S., & GRIFFIN, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
14. STANOVICH, K.E., & SIEGEL, L.S. (1994). Phenotypic performance profiles of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
15. VELLUTINO, F. (1980). Dyslexia: Perceptual deficiency or perceptual inefficiency. In J.F. Kavanagh & R.L. Venezky (Eds.), Orthography, reading and dyslexia (pp. 251-270). Baltimore, MD: University Park Press.