Metaphonological abilities of phonologically disordered children

Educational Psychology

Volumn 20, Issue 4, 2000, Pages 483-498

  Hesketh, Anne ^a   Adams, Catherine ^a   Nightingale, Catherine ^a  

^a UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84937330298     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/713663751     Document Type: Article

References (40)

1. ANTHONY, A., BOGLE, D., INGRAM, T.T.S., and McISAAC, M.W., 1971. The Edinburgh Articulation Test, Edinburgh: Livingstone.
2. BALL, E.W., 1993. Assessing phoneme awareness. Language Speech and Hearing Services in Schools, 24: 130–139.
3. BIRD, J., and BISHOP, D.V.M., 1992. Perception and awareness of phonemes in phonologically impaired children. European Journal of Disorders of Communication, 27: 289–312.
4. BIRD, J., BISHOP, D.V.M., and FREEMAN, N.H., 1995. Phonological awareness and literacy development in children with expressive phonological impairments. Journal of Speech and Hearing Research, 38: 446–462.
5. BISHOP, D.V.M., 1983. Test for Reception of Grammar, Age and Cognitive Performance Research Centre, The University of Manchester. Published by the author and available from the
6. BURT, C., HOLM, A., and DODD, B., 1999. Phonological awareness skills of 4-year-old British children: an assessment and developmental data. International Journal of Language and Communication Disorders, 34: 311–335.
7. CARROW-WOOLFOLK, E., 1985. Test for Auditory Comprehension of Language, Allen, TX: DLM.
8. CHANEY, C., 1992. Language development, metalingnistic skills, and print awareness in 3-year-old children. Applied Psycholinguistics, 13: 485–514.
9. DEAN, E., HOWELL, J., HILL, A., and WATERS, D., 1990. Metaphon Resource Pack, Windsor: NFER-Nelson.
10. DODD, B., 1995. Differential Diagnosis and Treatment of Children with Speech Disorder, London: Whurr Publishers.
11. DUNN, L.M., and DUNN, L.M., 1981. Peabody Picture Vocabulary Test, Circle Pines, MN: American Guidance Service.
12. DUNN, L.M., DUNN, L.M., WHETTON, C., and PINTILIE, D., 1982. British Picture Vocabulary Scale, Windsor: NFER-Nelson.
13. ELLIS, A.W., 1993. Reading, Writing and Dyslexia, Hove: Lawrence Erlbaum.
14. FRITH, U., 1985. “ Beneath the surface of developmental dyslexia ”. In Surface Dyslexia, Edited by: PATTERSON, K., COLTHEART, M., and MARSHALL, J., Cambridge: Academic.
15. HATCHER, P.J., HULME, C., and 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.
16. HODSON, B.W., 1994. Helping individuals become intelligible, literature, and articulate: the role of phonology. Topics in Language Disorders, 14: 1–16.
17. HOWELL, J., and DEAN, E., 1994. Treating Phonological Disorders in Children, London: Whurr Publishers.
18. JOHNSTON, R.S., 1998. “ The role of letter learning in developing phonemic awareness skills in preschool children: implications of explanations of reading disorders ”. In Reading and Spelling Development and Disorders, Edited by: HULME, C., and JOSHI, R.M., Mahwah, NJ: Lawrence Erlbaum.
19. LEITAO, S., HOGBEN, J., and FLETCHER, J., 1997. Phonological processing skills in speech and language impaired children. European Journal of Disorders of Communication, 32: 73–93.
20. MACLEAN, M., BRYANT, P., and BRADLEY, L., 1987. Rhymes, nursery rhymes and reading in early childhood. Merrill-Palmer Quarterly, 33: 255–281.
21. MAJOR, E.M., and BERNHARDT, B.H., 1998. Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 33: 413–444.
22. MUTER, V., 1996. “ Predicting children's reading and spelling abilities ”. In Dyslexia Speech and Language A Practitioner's Hardback, Edited by: SNOWLING, M., and STACKHOUSE, J., London: Whurr Publishers.
23. MUTER, V., 1998. “ Phonological awareness: its nature and its influence over early literacy development ”. In Reading and Spelling Development and Disorders, Edited by: HULME, C., and JOSHI, R.M., Mahwah, NJ: Lawrence Erlbaum.
24. MUTER, V., HULME, C., SNOWLING, M., and TAYLOR, S., 1997. Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 65: 370–396.
25. NIGHTINGALE, C., HESKETH, A., ADMAS, C., and HALL, R., A comparison of therapy approaches for children with phonological problems. Proceedings of the 24th Congress of International Association of Logypedics and Phoniatrics. Nijmegen. pp. 511–513. Nijmegen University Press.
26. RAVEN, J.C., 1976. Coloured Progressive Matrices, Oxford: Oxford Psychologist's Press.
27. RENFREW, C.E., 1980. Action Picture Test, Oxford: C.E. Renfrew.
28. RENFREW, C.E., 1995. The Bus Story, Oxford: C.E. Renfrew.
29. SEMEL, E., WIIG, E., and SECORD, W., 1987. Clinical Evaluation of Language Fundamentals--Revised, Cleveland, OH: The Psychological Corporation.
30. SNOWLING, M., GOULANDRIS, S., and DEFTY, S., 1998. “ Development and variation in developmental dyslexia ”. In Reading arid Spelling Development arid Disorders, Edited by: HULME, C., and JOSHI, R.M., Mahwah, NJ: Lawrence Erlbaum.
31. STACKHOUSE, J., 1996. “ Speech, spelling and reading: who is at risk and why? ”. In Dyslexia Speech and Language. A Practitioner's Handbook, Edited by: SNOWLING, M., and STACKHOUSE, J., London: Whurr Publishers.
32. STACKHOUSE, J., NATHAN, L., and GOULANDRIS, N., 1997. Speech processing skills in children with specific speech difficulties: Phase one of a longitudinal study, D.H. C.S, University College London, 95–119. Department of Human Communication Science, University College London. work in progress VII
33. STAHL, S.A., and MURRAY, B., 1998. “ Issues involved in defining phonological awareness and its relation to early reading ”. In Word Recognition in Early Literacy, Edited by: METSALA, J.L., and EHRI, L.C., Mahwah, NJ: Lawrence Erlbaum.
34. TORGESON, J.K., and BURGESS, S.R., 1998. “ Consistency of reading-related phonological processes throughout early childhood: evidence from longitudinal--correlational and instructional studies ”. In Word Recognition in Early Literacy, Edited by: METSALA, J.L., and EHRI, L.C., Mahwah, NJ: Lawrence Erlbaum.
35. TREIMAN, R., and ZUKOWSKI, A., 1996. Children's sensitivity to syllables, onsets, rimes, and phonemes. Journal of Experimental Child Psychology, 61: 193–215.
36. WARRICK, N., RUBIN, H., and ROWE-WALSH, S., 1993. Phoneme awareness in language-delayed children: comparative studies and intervention. Annals of Dyslexia, 43: 153–173.
37. WEBSTER, P.E., and PLANTE, A.S., 1992. Effects of phonological impairment on word, syllable and phoneme segmentation and reading. Language Speech and Hearing Services in Schools, 23: 176–182.
38. WIIG, E.H., SECORD, W., and SEMEL, E., 1992. Clinical Evaluation of Language Fundamentals (preschool), San Antonio: The Psychological Corporation.
39. WOOD, C., and TERRELL, C., 1998. Pre-school phonological awareness and subsequent literacy development. Educational Psychology, 18: 253–274.
40. YOPP, H.K., 1988. The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23: 159–177.