Developing the practice of educational psychologists through theory and research

Educational and Child Psychology

Volumn 25, Issue 3, 2008, Pages 123-149

  Solity, Jonathan ^a   Shapiro, Laura R ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79958151090     PISSN: 02671611     EISSN: 23968702     Source Type: Book Series    
DOI: None     Document Type: Article

References (112)

1. Adams, M.J. (1990). Beginning to read. Massachusetts: MIT Press.
2. Alexander, R.J. (1992). Policy and practice in primary education. London: Routledge.
3. Anderson, J.R. (1990). The adaptive character of thought. Hove: Lawrence Erlbaum Associates.
4. Ball, E.W. & Blachman, B.A. (1988). Phoneme segmentation training: Effect on reading readiness. Annals of Dyslexia, 38, 208–225.
5. Ball, E.W. & Blachman, B.A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 29, 49–66.
6. Bast, J. & Reitsma, P. (1998). Analyzing the development of individual differences in terms of Matthew effects in reading: results from a Dutch Longitudinal study. Developmental Psychology, 34(6), 1373–1399.
7. Becker, W.C., Engelmann, S., Carnine, D.W. & Rhine, W.R. (1981) Direct instruction model. In W.R. Rhine (Ed.), Making schools more effective: New directions from follow through. New York: Academic Press.
8. Blachman, B.A. (1989). Phonological awareness and word recognition: Assessment and intervention. In A.G. Kahmi & H.W. Catts (Eds.) Reading disabilities: A developmental language perspective (pp. 133–158). Boston: Little, Brown and Company.
9. Blachman, B.A. (1991). Early intervention for children’s reading problems: Clinical applications of the research in phonological awareness. Topics in Language Disorders, 12(1), 51–65.
10. Blachman, B.A., Ball, E.W., Black, R.S. & Tangel, D.M. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms – does it make a difference. Reading and Writing, 6(1), 1–18.
11. Blachman, B.A., Schatschneider, C., Fletcher, J.M., Francis, D.J., Clonan, S.M., Shaywitz, B.A. & Shaywitz, S.E. (2004). Effects of intensive reading remediation for second and third graders and a 1-year follow-up. Journal of Educational Psychology, 96(3), 444–461.
12. Blachman, B.A., Tangel, D.M., Ball, E.W., Black, R.S. & McGraw, C.K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11, 239–273.
13. Bowey, J.A. & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91–121.
14. Bradley, L. & Bryant, P.E. (1978). Difficulties in auditory organization as a possible cause of reading backwardness. Nature, 271, 746–747.
15. Bradley, L. & Bryant, P.E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419–421.
16. Brown, G.D.A. (1998). The endpoint of skilled word recognition: The ROAR model. In J.L. Metsala & L.C. Ehri (Eds.) Word recognition in beginning literacy. New Jersey: Lawrence Erlbaum Associates.
17. Brown, G.D.A. & Ellis, N.C. (1994). Issues in spelling research: An overview. In G.D.A. Brown & N.C. Ellis (Eds.) Handbook of spelling: Theory, process and intervention. Chichester: John Wiley & Sons.
18. Bus, A.G. & Van IJzendoorn, M.H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403–414.
19. Bryant, P. (1998). Sensitivity to onset and rhyme does predict young children’s reading: A comment on Muter, Hulme, Snowling & Taylor (1997). Journal of Experimental Child Psychology, 71, 29–37.
20. Bryant, P. (2002). It doesn’t matter whether onset and rime predicts reading better than phoneme awareness does or vice versa. Journal of Experimental and Child Psychology, 82, 42–46.
21. Bryant, P. & Bradley, L. (1985). Children’s reading problems. Oxford: Blackwell.
22. Byrne, B. & Fielding-Barnsley, R. (1991). Sound foundations: An introduction to pre-reading skills. Sydney, Australia: Peter Leyden Educational.
23. Castiglioni-Spalton, M. & Ehri, L. (2003). Phonemic awareness instruction: Contribution of articulatory segmentation to novice beginners’ reading and writing. Scientific Studies of Reading, 7(1), 25–5.
24. Carnine, D. & Becker, W. (1982). Theory of instruction: Generalisation issues. Educational Psychology, 2, 249–262.
25. Carnine, D.W., Silbert, J. & Kameenui, E.J. (1997). Direct instruction reading. New Jersey: Prentice Hall.
26. Cunningham, A. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429–444.
27. Department for Education & Employment. (1998). The national literacy strategy. London: DfEE Publications.
28. Department of Education & Science. (1990). The teaching and learning of reading in primary schools. London: HMSO.
29. Department for Education & Skills. (2003). Targeting support: Choosing and implementing interventions for children with significant literacy difficulties. London: DfES.
30. Duncan, L.G., Seymour, P. & Hill, S. (1997). How important are rhyme and analogy in beginning reading? Cognition, 63, 171–208.
31. Elliott, C.D., Murray, D.J. & Pearson, L.S. (1983). British ability scales. Windsor: NFER-Nelson.
32. Engelmann, S. & Carnine, D. (1982). Theory of instruction: Principles and practice. New York: Irvington.
33. Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, A. & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250–287.
34. Foorman, B.R., Breier, J.I. & Fletcher, J.M. (2003). Interventions aimed at improving reading success: An evidence-based approach. Developmental Neuropsychology, 24(2-3), 613–639.
35. Francis, D.J., Shaywitz, S.E., Stuebing, K.K., Shaywitz, B.A. & Fletcher, J.M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3–17.
36. Frederickson, N., Frith, U. & Reason, R. (1997). Phonological Assessment Battery: Manual and test materials. Windsor, UK: NFER-NELSON Publishing Company Ltd.
37. Fuchs, D., Fuchs, L.S., Thompson, A., Al Otaiba, S., Yen, L.L., Yang, N.J., Braun, M. & O’Connor, R.E. (2001). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology, 93(2), 251–267.
38. Galton, M. (1989). Teaching in the primary school. London: David Fulton Publishers.
39. Gontijo, P.F.D., Gontijo, I. & Shillcock, R. (2003). Grapheme-phoneme probabilities in British English. Behavior Research Methods Instruments & Computers, 35, 136–157.
40. Goswami, U. (1994). The role of analogies in reading development. Support for Learning, 9(1), 22–26.
41. Goswami, U. (1999). Causal connections in beginning reading: the importance of rhyme. Journal of Research in Reading, 22, 217–240.
42. Goswami, U. (2005). Synthetic phonics and learning to read: A cross language perspective. Educational Psychology in Practice, 21(4), 273–282.
43. Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read. London: Lawrence Erlbaum Associates.
44. Gough, P.B. & Juel, C. (1991). The first stages of word identification. In L. Rieben & C.A. Perfetti (Eds.) Learning to read: Basic research and its implications (pp. 47–56). Hillsdale, NJ: Lawrence Erlbaum.
45. Haring, N.G. & Eaton, M.D. (1978). Systematic Instructional Procedures: An instructional hierarchy. In N.G. Haring (Ed.) The fourth R – Research in the classroom. Ohio: Charles E. Merrill.
46. Hatcher, P. (2000). Sound linkage: An integrated programme for overcoming reading difficulties (2nd edn.). London: Whurr Publishers.
47. Hatcher, P., Hulme, C. & Ellis, A. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 64, 141–157.
48. Hatcher, P.J., Goetz, K.I., Hulme, C., Snowling, M. J., Gibbs, S. & Smith, G. (2006). Evidence for the effectiveness of the Early Literacy Support Programme. British Journal of Educational Psychology, 76, 351–367.
49. Hatcher, P.J., Hulme, C., Miles, J.N.V., Carroll, J.M., Hatcher, J., Gibbs, S., Smith, G., Bowyer-Crane, C. & Snowling, M.J. (2006). Efficacy of small group reading intervention for beginning readers with reading-delay: A randomised controlled trial. Journal of Child Psychology and Psychiatry, 47, 820–827.
50. Hatcher, P.J., Hulme, C. & Snowling, M. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45, 338–358.
51. House of Commons Education and Skills Committee (2005). Teaching children to read: Eighth report of session 2004-05. London, H.M.S.
52. Hulme, C. (2002). Phonemes, rimes, and the mechanisms of early reading development. Journal of Experimental and Child Psychology, 82, 58–64.
53. Hulme, C., Hatcher, P.J., Nation, K., Brown, A., Adams, J. & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental and Child Psychology, 82, 2–28.
54. Hulme, C., Muter, V. & Snowling, M. (1998). Segmentation does predict early progress in learning to read better than rhyme: A reply to Bryant. Journal of Experimental Child Psychology, 71, 39–44.
55. Hurry, J., Nunes, T., Bryant, P., Pretzlik, U., Parker, M., Curno, T. & Midgley, L. (2005). Transforming research on morphology into teacher practice. Research Papers in Education, 20(2), 187–206.
56. Johnston, R.S., Anderson, M. & Holligan, C. (1996). Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship. Reading and Writing, 8(3), 217–234.
57. Johnston, R.S. & Watson, J. (2004). Accelerating the development of reading, spelling and phonemic awareness. Reading and Writing, 7(4), 327–357.
58. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grade. Journal of Educational Psychology, 80(4), 437–447.
59. Kucera, H. & Francis, W.N. (1967). Computational analysis of present-day American English. Providence, RI: Brown University Press.
60. Literacy Task Force. (1997). A reading revolution: How we can teach every child to read well. London, Literacy Task Force.
61. Logan, G.D. (1988). Towards an instance theory of automatization. Psychological Review, 95, 492–527.
62. Lovett, M.W., Borden, S.L., Deluca, T., Lacerenza, L., Benson, N.J. & Brackstone, D. (1994). Treating the core deficits of developmental dyslexia: Evidence of transfer of learning following phonologically-and-strategy-based reading training programs. Developmental Psychology, 30, 805–822.
63. Lundberg, I. (1994). Reading difficulties can be predicted and prevented: A Scandinavian perspective on phonological awareness and reading. In Hulme, C. & Snowling, M. (Eds.) Reading development and dyslexia (pp. 180–199). London, England UK: Whurr Publishers, Ltd.
64. Lundberg, I., Frost, J. & Petersen, O. (1988). Effects of an extensive programme for stimulating phonological awareness in pre-school children. Reading Research Quarterly, 23, 263–284.
65. Lyon, G.R. & Moats, L.C. (1988). Critical issues in the instruction of the learning disabled. Journal of Consulting and Clinical Psychology, 56, 830–835.
66. McNally, J. and Murray, W. (1964). The Ladybird key word list. Loughborough: Wills and Hepworth Ltd.
67. Medwell, J., Wray, D., Poulson, L. & Fox, R. (1998). Effective teachers of literacy. Exeter: University of Exeter.
68. Mortimer, P., Salmons, P., Stoll, L., Lewis, D. & Ecob, R. (1988). School matters: The junior years. London: Open Books.
69. National Reading Panel, (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, Maryland: National Institutes of Child Health and Human Development.
70. Ofsted, (2004). Reading for purpose and pleasure. London, Ofsted.
71. Perfetti, C.A., Beck, I., Bell, L.C. & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319.
72. Progress in International Reading Literacy Study (2001). Reading all over the world. London: DfES.
73. Rabe-Hesketh, S., Skrondal, A. & Pickles, A. (2002). Reliable estimation of generalized linear mixed models using adaptive quadrature. The Stata Journal, 2(1), 1–21.
74. Raybould, E.C. & Solity, J.E. (1982). ‘Teaching with precision’. Special Education: Forward Trends, 9, 9–13.
75. Rose, J. (2006). Independent review of the teaching of early reading: Final report. London: Department for Education and Skills.
76. Savage, R. & Carless, S. (2005). Phoneme manipulation not onset-rime manipulation ability is a unique predictor of early reading. Journal of Child Psychology and Psychiatry, 46(12), 1297–1308.
77. Savage, R.S., Stuart, M. & Hill, V. (2001). The role of scaffolding errors in reading development: Evidence from a longitudinal and a correlational study. British Journal of Educational Psychology, 71, 1–13.
78. Seabrook, R., Brown, G.D.A. & Solity, J.E. (2005). Distributed and massed practice: From laboratory to classroom. Applied Cognitive Psychology, 19(1), 107–122.
79. Seymour, P.K. & Evans, H.M. (1994). Levels of phonological awareness and learning to read. Reading and Writing, 6, 221–250.
80. Shapiro, L.R. & Solity, J.E. (2008). Delivering phonological and phonics training within whole class teaching. In press in The British Journal of Educational Psychology.
81. Share, D.L. & Stanovich, K.E. (1995). Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education: Contributions from Educational Psychology, 1, 1–57.
82. Shaywitz, B.A., Fletcher, J.M. & Shaywitz, E.E. (1995). Defining and classifying learning disabilities and attention-deficit/hyperactivity disorder. Journal of Child Neurology, 10(suppl. 1), 550–557.
83. Shillcock, R., McDonald, S., Hipwell, P. & Lowe, W. (1998). Distinctiveness of spoken word context predicts visual lexical decision time. Unpublished manuscript, Centre for Cognitive Science, University of Edinburgh, UK.
84. Solity, J.E. (1991). An overview of behavioural approaches to teaching children with learning difficulties and the national curriculum. Educational Psychology, 11(2), 151–167.
85. Solity, J.E. (2008). The learning revolution. London: Hodder Arnold.
86. Solity, J.E. & Bull, S.J. (1987). Special needs: Bridging the curriculum gap. Buckingham: Open University Press.
87. Solity, J.E. & Shapiro, L.R. (2008). A long-term evaluation of the success of the Early Reading Research Intervention in raising reading achievements and preventing difficulties. Manuscript in preparation.
88. Solity, J.E., McNab, E. & Vousden, J. (2008). Is there an optimal level of sight vocabulary to teach beginning readers? A development of Stuart et al.’s (2003) word frequency list.
89. Solity, J.E. & Vousden, J. (2008). Reading schemes vs. real books: A new perspective from instructional psychology. Manuscript in preparation.
90. Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
91. Stanovich, K. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray? Reading Research Quarterly, 26, 7–29.
92. Sylva, K. & Hurry, J. (1995). The effectiveness of reading recovery and phonological training for children with reading problems. London: School Curriculum and Assessment Authority.
93. Torgerson, C.J., Brooks, G. & Hall, J. (2006). A systematic review of the research literature on the use of phonics in the teaching of reading and spelling. London: Department for Education and Skills.
94. Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research and Practice, 15, 55–64.
95. Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Rose, E., Lindamood, P., Conway, T. & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579–593.
96. Treiman, R. & Zukowski, A. (1991). Levels of phonological awareness. In S.A. Brady & D.S. Shankweiler (Eds.) Phonological processes in literacy. Hillsdale, NJ: Lawrence Erlbaum Associates Ltd.
97. Treiman, R. & Zukowski, A. (1996). Children’s sensitivity to syllables, onsets, rimes and phonemes. Journal of Experimental Child Psychology, 61, 193–215.
98. Troia, G.A. (1999). Phonological awareness intervention research: A critical review of the experimental methodology. Reading Research Quarterly, 34, 28–52.
99. Twist, L., Schagen, I. & Hodgson, C. (2007). Readers and reading: The national report for England 2006. PIRLS: Progress in International Reading Literacy Study.
100. Tymms, P. & Merrell, C. (2007). Standards and quality in English primary schools over time: The national evidence (Primary Review Research Survey 4/1), Cambridge: University of Cambridge Faculty of Education.
101. Uhry, J.K. & Shepherd, M.J. (1993). Segmentation/ spelling instruction as part of a first-grade reading program: Effects on several measures of reading. Reading Research Quarterly, 28, 218–233.
102. Vellutino F.R., Scanlon D.M., Sipay E.R., Small S.G., Pratt A., Chen R.S. & Denckla M.B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88(4), 601–638.
103. Vincent, D. & de la Mare, M. (1985). New reading analysis. Windsor: NFER-Nelson.
104. Vousden, J.I. (2008). Units of English spelling-to-sound mapping: A rational approach to reading instruction. Applied Cognitive Psychology, in press.
105. Wagner, R.K. & Torgesen, J.K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.
106. Wheldall, K. & Carter, M. (1996). Reconstruction behaviour analysis in education: A revised behavioural interactionist perspective for special education. Educational Psychology, 16, 121–140.
107. Wheldall, K. & Glynn, T. (1988). Contingencies in context: A behavioural interactionist perspective in education. Educational Psychology, 8, 5–19.
108. Wheldall, K. & Glynn, T. (1989). Effective classroom learning: A behavioural interactionist approach to teaching. London, Blackwell.
109. Williams, J.P. (1980). The ABD’s of reading: A program for the learning disabled. In L.A. Resnick & P.A. Weaver (Eds.) Theory and practice of early reading, Vol. 3 (pp. 179–195). Hillsdale, NJ: Erlbaum.
110. Wilson, J. & Frederickson, N. (1995). Phonological awareness training: An evaluation. Educational and Child Psychology, 12, 68–79.
111. Wragg, E.C., Wragg, C.M., Haynes, G.S. & Chamberlin, R.P. (1998). Improving literacy in the primary school. London: Routledge.
112. Yeh, S.S. (2003). An evaluation of two approaches for teaching phonemic awareness to children in head start. Early Childhood Research Quarterly, 18, 513–529.