Response to fluency-oriented intervention of Dutch poor readers

Learning and Individual Differences

Volumn 19, Issue 4, 2009, Pages 541-548

  Struiksma, Chris ^a   van der Leij, Aryan ^b   Stoel, Reinoud ^b  

^a Centre for Educational Services Rotterdam   (Netherlands)

^b UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

Dysfluency; Dyslexia; Learning; Reading; Response to intervention; Training study

Indexed keywords

EID: 70350009684     PISSN: 10416080     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.lindif.2009.07.005     Document Type: Article

References (51)

1. Allington R.L. Fluency, the neglected reading goal. Reading teacher 36 (1983) 556-561
2. Assink E.M.H., Kattenberg G., and Wortmann C. Exploring the boundaries of sublexical word identification units: The use of onsets and rimes and reading ability. Journal of psycholinguistic research 27 (1998) 639-659
3. Berninger V.W., and Abbott R.D. Redefining learning disabilities: moving beyond aptitude-treatment discrepancies to failure to respond to validated treatment protocols. In: Lyon G.R. (Ed). Frames of reference for the assessment of learning disabilities (1994), Paul Brookes Publishing Co, Baltimore 163-183
4. Breznitz Z. Asynchrony of visual-orthographic and auditory-phonological word recognition processes: An underlying factor in dyslexia. Reading and writing: An interdisciplinary journal 15 (2002) 15-42
5. Bruck M. Persistence of dyslexics' phonological awareness deficits. Developmental psychology 28 (1992) 874-886
6. Bruck M. Outcomes of adults with childhood histories of dyslexia. In: Hulme C., and Malatesha J.R. (Eds). Reading and spelling: Development and disorders (1998), Lawrence Erlbaum, Mahwah, NJ 179-200
7. Bruck M., and Treiman R. Phonological awareness and spelling in normal children and dyslexics: The case of initial consonants. Journal of Experimental Psychology 50 (1990) 156-178
8. Byrne B., Fielding-Barnsley R., and Ashley L. Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response. Journal of educational psychology 92 (2000) 659-667
9. Das-Smaal E.A., Klapwijk M.J.G., and van der Leij A. Training of perceptual unit processing in children with a reading disability. Cognition and instruction 14 (1996) 221-250
10. de Jong P.F., and van der Leij A. Developmental changes in the manifestations of a phonological deficit in Dutch children. Journal of Educational Psychology 95 (2003) 22-40
11. Elbro C., Nielsen I., and Petersen D.K. Dyslexia in adults: Evidence for deficits in non-word reading and in the phonological representation of lexical items. Annals of Dyslexia 44 (1994) 205-226
12. Francis D.J., Shaywitz S.E., Stuebing K.K., Shaywitz B.A., and Fletcher J.M. Developmental lag versus deficit models of reading disability: A longitudinal individual growth curves analysis. Journal of educational psychology 88 (1996) 3-17
13. Fuchs L.S., Fuchs D., and Speece D.L. Treatment validity as a unifying construct for identifying learning disabilities. Learning Disabilities Quarterly 25 (2002) 33-45
14. Goldstein H., Healy M.J., and Rasbash J. Multilevel time series models with applications to repeated measures data. Statistics in medicine 13 (1994) 1643-1655
15. Goswami U., Thomson J., Richardson U., Stainthorp R., Hughes D., and Rosen S. Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences 99 (2002) 10911-10916
16. Herrmann J., Matyas T., and Pratt C. Meta-analysis of the nonword reading deficit in specific reading disorder. Dyslexia 12 (2006) 195-221
17. Hoeksma J.B., and Knol D.L. Testing predictive developmental hypotheses. Multivariate behavioral research 36 (2001) 227-248
18. Huey E.B. The psychology and pedagogy of reading (1908), Macmillan, New York
19. Judd W.A., and Glaser R. Response latency as a function of training method, information level, acquisition, and overlearning. Journal of educational psychology 60 (1969) 30
20. Kuhn M.R., and Stahl S.A. Fluency: A review of developmental and remedial practices. Journal of educational psychology 95 (2003) 3-21
21. LaBerge D., and Samuels S.J. Toward a theory of automatic information processing in reading. Cognitive psychology 6 (1974) 293-323
22. Landerl K., and Wimmer H. Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children. Applied psycholinguistics 21 (2000) 243-262
23. Lemoine H.E., Levy B.A., and Hutchinson A. Increasing the naming speed of poor readers: Representations formed across repetitions. Journal of experimental child psychology 55 (1993) 297-328
24. Lyon G.R., and Moats L.C. Critical conceptual and methodological considerations in reading intervention research. Journal of learning disabilities 30 (1997) 578-588
25. Lyytinen H., Leinonen S., Nikula M., Aro M., and Leiwo M. In search of the core features of dyslexia: Observations concerning dyslexia in the highly orthographically regular Finnish language. In: Berninger V.W. (Ed). The varieties of orthographic knowledge II: Relationships to phonology, reading and writing (1995), Kluwer Academic Publishers, Dordrecht 177-204
26. McNaughton S., Glynn T., and Robinson V. Pause prompt praise, effective remedial reading tutoring (1987), Positive products, Birmingham
27. Miller-Guron L., and Lundberg I. Dyslexia and second language reading: A second bite at the apple?. Reading and Writing. An Interdisciplinary Journal. 12 (2000) 41-61
28. Miller-Shaul S. The characteristics of young and adult dyslexics readers on reading and reading related cognitive tasks as compared to normal readers. Dyslexia 11 (2005) 132-151
29. Rack J.P., Snowling M.J., and Olson R.K. The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly 27 (1992) 28-53
30. Rey V., De Martino S., Espesser R., and Habib M. Temporal processing and phonological impairment in dytslexia: Effect of phoneme lengthening on order judgment of two consonants. Brain and Language 80 (2002) 576-591
31. Samuels S.J. The method of repeated readings. The Reading Teacher 50 (1997) 376-381
32. Seymour P.H.K. Cognitive analysis of dyslexia (1986), Rotledge & Kegan Paul, London
33. Seymour P.H.K., Aro M., and Erskine J.M. Foundation literacy acquisition in European orthographies. British journal of psychology 94 (2003) 143-174
34. Share D.L. Phonological recoding and self-teachning: Sine qua non of reading acquisition. Cognition 55 (1995) 151-218
35. Skinner B.F. Verbal behavior (1957), Copley, Acton
36. Thaler V., Ebner E.M., Wimmer H., and Landerl K. Training reading fluency in dysfluent readers with high reading accuracy: Word specific effects but low transfer to untrained words. Annals of Dyslexia 54 (2004) 89-113
37. Torgesen J.K. The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In: Fawcett A. (Ed). Dyslexia. Theory and good practice (2001) 185-202
38. Torgesen J., Rashotte C., Alexander A., Alexander J., and McPhee K. Progress toward understanding the instructional conditions necessary for remediating reading difficulties in older children. In: Foorman B. (Ed). Preventing and remediating reading difficulties: Bringing science to scale (2003), York Press, Timonium, MD 275-297
39. Tressoldi P.E., Vio C., and Iozzino R. Efficacy of an intervention to improve fluency in children with developmental dyslexia in a regular orthography. Journal of learning disabilities 40 (2007) 203-209
40. van den Bosch K., van Bon W.H.J., and Schreuder R. Poor readers' decoding skills: Effects of training with limited exposure duration. Reading Research Quarterly 30 (1995) 110-125
41. van der Leij A. Developing flexible mapping in an inflexible system?. In: Reid G., and Fawcett A. (Eds). Dyslexia in context. Research, policy and practice (2004), Whurr Publishers, London/Philadelphia 48-75
42. van der Leij A., and van Daal V.H.P. Automatization aspects of dyslexia: Speed limitations in word identification, sensitivity to increasing task demands and orthographic compensation. Journal of learning disabilities 32 (1999) 417-428
43. Vaughn S., Linan-Thompson S., and Hickman P. Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children 69 (2003) 391-409
44. Vellutino F., and Scanlon D. The interactive strategies approach to reading intervention. Contemporary educational psychology 27 (2002) 573-635
45. Vellutino F.R., Scanlon D.M., and Lyon G.R. Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities 33 (2000) 223-238
46. Verhoeven L. Three Minutes Reading Test (TMRT) [Drie Minuten Test] (1993), CITO, Arnhem
47. Wimmer H. Characteristics of developmental dyslexia in a regular writing system. Applied psycholinguistics 14 (1993) 1-33
48. Wimmer H., and Mayringer H. Is the reading-rate problem of German children caused by slow visual processes?. In: Wolf M. (Ed). Dyslexia, fluency and the brain (2001), York Press, Timonium 93-102
49. Wolf M., and Katzir-Cohen T. Reading fluency and its intervention. Scientific studies of reading 5 (2001) 211-239
50. Yap R., and Van der Leij A. Word processing in dyslexics. An automatic decoding deficit?. Reading and writing: An interdisciplinary Journal 5 (1993) 261-279
51. Ziegler J.C., Perry C., Ma-Wyatt A., Ladner D., and Schulte-Körne G. Developmental dyslexia in different languages: Language-specific or universal?. Experimental Child Psychology 86 (2003) 169-193