Phonological awareness, peer nominations, and social competence among preschool children at risk for developing learning disabilities

International Journal of Disability, Development and Education

Volumn 47, Issue 1, 2000, Pages 89-105

  Most, Tova ^a   Al Yagon, Michal ^a   Tur Kaspa, Hana ^a   Margalit, Malka ^a  

^a TEL AVIV UNIVERSITY   (Israel)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84937326408     PISSN: 1034912X     EISSN: 1465346X     Source Type: Journal    
DOI: 10.1080/103491200116156     Document Type: Article

References (56)

1. ANTONOVSKY, A., 1987. Unraveling the mystery of health, San Francisco: Jossey-Bass.
2. ANTONOVSKY, A., 1993. “ The implications of salutogenesis ”. In Cognitive coping, families and disabilities, Edited by: TURNBULL, A.P., PATTERSON, J.M., BEHR, S.K., MURPHY, D.L., MARQUIS, J.G., and BLUE-BANNING, M.J., 111–122. Baltimore: Paul H. Brookes.
3. ASHER, S.R., PARKHURST, J.T., HYMEL, S., and WILLIAMS, G.A., 1990. “ Peer rejection and loneliness in childhood ”. In Peer rejection in childhood, Edited by: ASHER, S.R., and COIE, J.D., 253–273. New York: Cambridge University Press.
4. BALL, E.W., and BLACHMAN, B.A., 1991. Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?. Reading Research Quarterly, 26: 49–66.
5. BEINSTEIN MILLER, J., 1993. “ Learning from early relationship experience ”. In Learning about relationships, Edited by: DUCK, S., 1–29. Newbury Park, CA: Sage.
6. BENDER, L., 1946. Visual Motor Gestalt Test (Hebrew adaptation), New York: American Orthopsychiatric Association.
7. BENDER, W.N., and WALL, M.E., 1994. Social-emotional development of students with learning disabilities. Learning Disabilities Quarterly, 17: 323–341.
8. BRYAN, T., and LEE, J., 1990. “ Social skills training with learning disabled children and adolescents: The state of the art ”. In Intervention research in learning disabilities, Edited by: SCRUGGS, T.E., and WONG, B.Y.L., 263–278. New York: Springer-Verlag.
9. BRYANT, P.E., BRADLEY, L., MACLEAN, M., and CROSSLAND, J., 1989. Nursery rhymes, phonological skills and reading. Journal of Child Language, 16: 407–428.
10. BYRNE, B., and 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.
11. CRICK, N.R., and DODGE, K.A., 1994. A review and reformulation of social information-processing mechanisms of children's social adjustment. Psychological Bulletin, 115(1): 74–101.
12. FROST, R., and BENTIN, S., 1992. Reading consonants and guessing vowels: Visual word recognition in Hebrew orthography. Haskins Laboratories Status Report on Speech Research, SR-111/112: 135–146.
13. GARMEZY, N., 1983. “ Stressors of childhood ”. In Stress, coping and development in children, Edited by: GARMEZY, N., and RUTTER, M., 43–84. New York: McGraw Hill.
14. GARMEZY, N., 1991. Resilience and vulnerability to adverse developmental outcomes associated with poverty. American Behavioral Scientist, 34: 416–430.
15. GRESHAM, P.M., and RESCHLY, D.J., 1986. Social skill deficits and low peer acceptance of mainstreamed learning disabled children. Learning Disability Quarterly, 9: 23–32.
16. GURALNICK, M.J., 1992. “ A hierarchical model for understanding children's peer-related social competence ”. In Social competence of young children with disabilities, Edited by: ODOM, S.L., McCONNELL, S.R., and McEVOY, M.A., 37–64. Baltimore: Paul H. Brookes.
17. GURALNICK, M.J., 1994. “ Social competence with peers: Outcome and process in early childhood special education ”. In Yearbook in early childhood education: Early childhood special education, Edited by: SAFFORD, P.L., Vol. 5, 47–71. New York: Teachers College Press.
18. HARING, T.G., 1992. “ The context of social competence ”. In Social competence of young children with disabilities, Edited by: ODOM, S.L., McCONNELL, S.R., and McEVOY, M.A., 307–320. Baltimore: Paul H. Brookes.
19. KAMHI, A., and GATTS, H., 1989. Reading disabilities: A developmental language perspective, Boston: College Hill Press.
20. LUFTIG, R L., 1988. Assessment of the perceived school loneliness and isolation of mentally retarded and nonretarded students. American Journal on Mental Retardation, 92: 472–475.
21. LUKATELA, G., POPADIC, D., OGNJENOVIC, P., and TURVEY, M.T., 1980. Lexical decision in a phonologically shallow orthography. Memory and Cognition, 8: 124–132.
22. LYON, G., and MOATS, L.C., 1997. Critical conceptual and methodological considerations in reading intervention research. Journal of Learning Disabilities, 30: 578–588.
23. LYON, R., 1995. Research initiatives in learning disabilities: Contributions from scientists supported by the National Institute of Child Health and Human Development. Journal of Child Psychology, 10: 120–126.
24. MARGALIT, M., 1991. Understanding loneliness among students with learning disabilities. Behavior Change, 8: 167–173.
25. MARGALIT, M., 1994. Loneliness among children with special needs: Theory, research, coping and intervention, New York: Springer-Verlag.0.
26. MARGALIT, M., 1998. Sense of coherence and loneliness experience among preschool children with learning disabilities. Journal of Learning Disabilities, 31: 173–180.
27. MARGALIT, M., and EFRATI, M., 1996. Loneliness, coherence and companionship among children with learning disorders. Educational Psychology, 16: 6–79.
28. MARGALIT, M., and TUR-KASPA, H., 1998. Learning disabilities: A neuro-developmental model. Psychology, 7(1): 64–76.
29. MAUGHAN, B., PICKLES, A., HAGELL, A., RUTTER, M., and YULE, W., 1996. Reading problems and antisocial behavior: Developmental trends in comorbidity. Journal of Psychology and Psychiatry, 37: 405–418.
30. McBRIDE-CHANG, C., 1995. What is phonological awareness?. Journal of Educational Psychology, 87: 179–192.
31. MENYUK, P., CHESNICK, M., LIEBERGOTT, J.W., KORNGOLD, B.D., AGOSTINO, R., and BELANGER, A., 1991. Predicting reading problems in at-risk children. Journal of Speech & Hearing Research, 34: 893–903.
32. MORRISON, G.M., and COSDEN, M.A., 1997. Risk, resilience and adjustment of individuals with LD. Learning Disabilities Quarterly, 20: 43–60.
33. NICOLSON, R.I., and U +0026 FAWCETT, A.J., 1995. Dyslexia is more than a phonological disability. Dyslexia, 1: 19–36.
34. ODOM, S.L., MCCONNELL, S.R., and McEVOY, M.A., 1992. “ Peer-related social competence and its significance for young children with disabilities ”. In Social competence of young children with disabilities, Edited by: ODOM, S.L., McCONNELL, S.R., and McEVOY, M.A., 3–35. Baltimore: Paul H. Brookes.
35. PARKER, J.G., and ASHER, S.R., 1993. Friendship and friendship quality in middle childhood: Links with peer group acceptance and feeling of loneliness and social dissatisfaction. Developmental Psychology, 29: 611–621.
36. PEARL, R., 1992. “ Psychosocial characteristics of learning disabled students ”. In Learning disabilities: Nature, theory and treatment, Edited by: SINGH, N.N., and BEALE, I.L., 96–125. New York: Springer-Verlag.
37. PERFETTI, C.A., BECK, I., BELL, L.C., and HUGHES, C., 1987. Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33: 289–319.
38. PRATT, C., and BRADY, S., 1988. Relation of phonological awareness to reading disability in children and adults. Journal of Educational Psychology, 80: 319–323.
39. RUTTER, M., 1987. Psychosocial resilience and protective mechanisms. American Journal of Orthopsychiatry, 57: 316–331.
40. RUTTER, M., 1996. “ Stress research: Accomplishments and tasks ahead ”. In Stress, risk and resilience in children and adolescents, Edited by: HAGGERTY, R.J., SHERROD, L.R., GARMEZY, N., and RUTTER, M., 354–385. London: Cambridge University Press.
41. SABORNIE, E.J., and THOMAS, V., Social/affective adjustment of mildly handicapped and nonhandicapped early adolescents. Paper presented at the Annual American Educational Research Association Conference. San Francisco. April.
42. SPAFFORD, C.S., and GROSSER, G.S., 1993. The social misperception syndrome in children with learning disabilities: Social causes versus neurological variables. Journal of Learning Disabilities, 26: 178–189.
43. SPECKMAN, N.J., GOLDBERG, R.J., and HERMAN, K.L., 1993. An exploration of risk and resilience in the lives of individuals with learning disabilities. Learning Disabilities Research & Practice, 8(1): 11–18.
44. STANOVICH, K.E., 1991. Conceptual and empirical problems with discrepancy definitions of reading disabilities. Learning Disabilities Quarterly, 14: 269–280.
45. STANOVICH, K.E., CUNNINGHAM, A.E., and CRAMER, B.B., 1984. Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38: 175–190.
46. TOBOL, G., LAPIDOT, M., and VOHL, A., 1995. Phonological awareness as a predictor to reading acquisition (in Hebrew). Helkat Lashon, 19/20: 169–188.
47. TUR-KASPA, H., and BRYAN, T., 1993. Social attributions of students with learning disabilities. Exceptionality, 4: 229–243.
48. TRUMER, V., LAPIDOT, M., TOBIN, Y., and EZRATI, R., 1996. Phonemic segmentation by Hebrew speaking children in comparison to English speaking children (in Hebrew). Helkat Lashon, 22: 143–163.
49. VANDERVELDEN, M.C., and SIEGEL, L.S., 1997. Teaching phonological processing skills in early literacy: A developmental approach. Learning Disabilities Quarterly, 20: 63–81.
50. VAUGHN, S., and HAAGER, D., 1994. Social competence as a multifaceted construct: How do children with learning disabilities fare. Learning Disabilities Quarterly, 17: 253–266.
51. VAUGHN, S., HOGAN, A., KOUZEKANANI, K., and SHAPIRO, S., 1990. Peer acceptance, self-perception and social skills of learning disabled students before identification. Journal of Educational Psychology, 82: 101–106.
52. WAGNER, R.K., and TORGESEN, J.K., 1987. The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101: 192–212.
53. WAGNER, R.K., TORGESEN, J.K., LAUGHON, P., SLMMONS, K., and RASHOTTE, C.A., 1993. The development of young readers' phonological processing abilities. Journal of Educational Psychology, 85: 1–20.
54. WECHSLER, D., 1949. Wechsler Preschool and Primary Scale of Intelligence (Hebrew adaptation), New York: The Psychological Corporation.
55. WOLP, M., and BOWERS, P.G., 1999. The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91: 415–438.
56. YOPP, H.K., 1992. Developing phonemic awareness in young children. The Reading Teacher, 45: 696–703.