Studies of computer-aided remediation for reading disabilities

Reading and Spelling: Development and Disorders

Volumn , Issue , 2012, Pages 473-487

  Wise, Barbara W ^a   Olson, Richard K ^a  

^a UNIVERSITY OF COLORADO   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85070004398     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (41)

1. Alexander, A., Anderson, H., Voeller, K., & Torgesen, J. (1991). Phonological awareness training and remediation of analytic coding deficits in a group of severe dyslexics. Annals of Dyslexia, 31, 193-207
2. Ball, E., & 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
3. Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421
4. Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 24, 26-59
5. Byrne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phoneme awareness to young children. Journal of Educational Psychology, 83, 451-455
6. Byrne, B., & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phoneme awareness to young children: A 1-year follow-up. Journal of Educational Psychology, 85, 104-111
7. Calfee, R., Lindamood, P., & Lindamood, C. (1973). Acoustic-phonetic skills and reading: Kindergarten through twelfth grade. Journal of Educational Psychology, 64, 293-298
8. Cunningham, A. (1989). Phonemic awareness: The development of early reading competency. Reading Research Quarterly, 24, 471-472
9. Ehri, L. C., & Wilce, L. S. (1987). Does learning to spell help beginners learn to read words? Reading Research Quarterly, 20, 12-26
10. Foorman, B., Francis, D., Novy, A., & Liberman, D. (1991). How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology, 83, 456-469
11. Hewison, J., & Tizard, J. (1980). Parental involvement and reading attainment. British Journal of Educational Psychology, 50, 209-215
12. Hynd, G., & Semrud-CIikeman, M. (1989). Dyslexia and brain morphology. Psychological Bulletin, 24, 447-482
13. Jastak, J., & Jastak, S. (1978). The Wide Range Achievement Test-Revised. Wilmington, DE: Jastak Associates
14. Johnson, M., Wise, B., & Olson, R. (1994, November). Text comprehension in reading-disabled second to fifth graders: Phonological analysis versus reciprocal teaching. Paper presented at the annual meeting of the Psychonomics Society, St. Louis, MO
15. Kennedy, K. M., & Backman, J. (1993). Effectiveness of the Lindamood Auditory Discrimination in Depth program with students with learning disabilities. Learning Disabilities Research and Practice, 8, 253-259
16. Larsen, J., Hoien, T., Lundberg, L, & Odegaard, H. (1989). MRI evaluation of the size and symmetry of the planum temporale in adolescents with developmental dyslexia. Stavanger, Norway: Center for Reading Research
17. Lindamood, C., & Lindamood, P. (1975). Auditory discrimination in depth. Columbus, OH: Science Research Associates Division, Macmillan/McGraw-Hill
18. Lovett, M., Borden, S., DeLuca, T., Lacerenza, L., Benson, N., & Brackstone. (in press). Treating the core deficits of developmental dyslexia: Evidence of transfer-of-learning following strategy and phonologically-based reading training programs. Developmental Psychology
19. Lundberg, I., Frost, J., & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness. Reading Research Quarterly, 23, 263-284
20. Montgomery, D. (1981). Do dyslexics have difficulty accessing articulatory information? Psychological Research, 43, 235-243
21. Olson, R. K., Forsberg, H., & Wise, B. W. (1994). Genes, environment, and the development of orthographic skills. In V. Berninger (Ed.), The varieties of orthographic knowledge I. Dordrecht, The Netherlands: Kluwer
22. Olson, R. K., Wise, B. W., Ring, J., & Johnson, M. (in press). Computer-based remedial training in phoneme awareness and phonological decoding: Effects on the post-training development of word recognition. Scientific Studies of Reading
23. Olson, R. K., Wise, B. W. (1992). Reading on the computer with orthographic and speech feedback. Reading and Writing, 4, 107-144
24. Palincsar, A. S., Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activity. Cognition and Instruction, 2, 117-175
25. Snowling, M., Hulme, C. (1994). The development of phonological skills. Philosophical Transactions of the Royal Society of London, B, 346, 21-27
26. Spoehr, K. T., & Smith, E. E. (1973). The role of syllables in perceptual processes. Cognitive Psychology, 5, 71-89
27. Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in acquisition of literacy. Remedial and Special Education, 5, 11-19
28. Stanovich, K., Cunningham, A., & Feeman, D. (1984). Intelligence, cognitive skills and early reading progress. Reading Research Quarterly, 19, 278-303
29. Taft, M. (1979). Lexical access via an orthographic code: The Basic Orthographic Syllabic Structure (BOSS). Journal of Verbal Learning and Verbal Behavior, 18, 21-39
30. Treiman, R. (1983). The structure of spoken syllables: Evidence from novel word games. Cognition, 15, 49-74
31. Truch, S. (1994). Stimulating basic reading processes using Auditory Discrimination in Depth. Annals of Dyslexia, 24, 60-81
32. Uhry, J., Shepherd, M. (1993). Segmentation/spelling instruction as part of a First-grade reading program: Effects on several measures of reading. Reading Research Quarterly, 28, 218-233
33. Wagner, R., Torgesen, J., & Rashotte, C. (1994). The development of reading related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87
34. Wise, B. (1991). What reading disabled children need: What is known and how to talk about it. Learning and Individual Differences, 3, 307-321
35. Wise, B. W. (1992). Whole words versus phonics for short-term learning: Comparisons on a talking-computer system. Journal of Experimental Child Psychology, 54, 147-167
36. Wise, B. W., Olson, R. K. (1992). Spelling exploration with a talking computer improves phonological coding. Reading and Writing, 4, 145-156
37. Wise, B. W., & Olson, R. K. (1994a). Computer speech and the remediation of reading and spelling problems. Journal of Special Education Technology, 12, 207-220
38. Wise, B., & Olson, R. (1994b). Using computers to teach spelling to children with learning disabilities. In D. Brown & N. Ellis (Eds.), Handbook of spelling: Theory, process, and intervention. Chichester, England: Wiley
39. Wise, B., Olson, R. K. (1995). Computer-based phonological awareness and reading instruction. Annals of Dyslexia, 45, 99-122
40. Wise, B. W., Olson, R. K., & Lindamood, P. (1993, April). Training phonemic awareness: Why and how in computerized instruction. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA
41. Wise, B. W., Olson, R. K., &Treiman, R. (1990). Subsyllabic units as aids in beginning readers' word learning: Onset-rime versus post-vowel segmentation. Journal of Experimental Child Psychology, 49, 1-19