Early interventions for children with reading disabilities

Components of Effective Reading Intervention: A Special Issue of scientific Studies of Reading

Volumn , Issue , 2021, Pages 255-276

  Foorman, Barbara R ^a   Francis, David J ^a   Winikates, Debbie ^a   Mehta, Paras ^b   Schatschneider, Christopher ^a   Fletcher, Jack M ^c  

^a UNIVERSITY OF HOUSTON   (United States)

^b ARIZONA STATE UNIVERSITY   (United States)

^c UNIVERSITY OF TEXAS   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85105633297     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781315046365-5     Document Type: Chapter

References (39)

1. Adams, M. J. (1990). Beginning to read. Cambridge, MA: MIT Press.
2. Brady, S. A., & Shankweiler, D.P. (1991). Phonological processes in literacy. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
3. Brown, F. S., & Felton, R. C. (1990). Effects of instruction on beginning reading skills in children at risk for reading disability. Reading and Writing: An Interdisciplinary Journal, 2, 223-241.
4. Bryk, A. S., & Raudenbush, S. W. (1987). Application of hierarchical linear models to assessing change. Psychological Bulletin, 101, 147-158.
5. Carroll, J., Davies, P., & Richman, B. (1971). The American heritage word frequency book. Boston: Houghton Mifflin.
6. Cox, A. R. (1991). Structures and techniques: Multisensory teaching of basic language skills. Cambridge, MA: Educators Publishing Service.
7. Duncan, O. D. (1961). A sociometric index for all occupations. In A. J. Reiss, Jr. (Ed.), Occupations and social status (p. 1). New York: Free Press.
8. Edmark Reading Program. (1984). Redmond, WA: Edmark Corporation.
9. Fletcher, J. M., Francis, D. J., Shaywitz, B. A., Foorman, B. R., & Shaywitz, S. E. (in press). Diagnostic utility of intelligence testing and the discrepancy model for children with learning disabilities: Historical perspectives and current research. In National Research Council (Eds.), IQ testing and educational decision making. Washington, DC: National Academy of Sciences.
10. Fletcher, J. M., Shaywitz, S. E., Shankweiler, D.P., Katz, L., Liberman, I. Y., Stuebing, K. K., Francis, D. J., Fowler, A.E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6-23.
11. Foorman, B. R., Francis, D. J., Beeler, T., Winikates, D., & Fletcher, J. M. (1997). Early interventions for children with reading problems: Study designs and preliminary findings. Learning Disabilities: A Multi-Disciplinary Journal, 8, 63-71.
12. Foorman, B. R., Francis, D. J., & Fletcher, J. M., & Lynn, A. (1996). Relation of phonological and orthographic processing to early reading: Comparing two approaches to regression-based, reading-level-match design. Journal of Educational Psychology, 88, 639-652.
13. Francis, D. J., Fletcher, J. M., Stuebing, K. K., Davidson, K. C., & Thompson, N.M. (1991). Analysis of change: Modeling individual growth. Journal of Consulting and Clinical Psychology, 59, 27-37.
14. Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1994). The measurement of change: Assessing behavior over time and within a developmental context. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities (pp. 29-58). Baltimore: Brookes.
15. 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, 3-17.
16. Gillingham, A., & Stillman, B. W. (1979). Remedial training for children with specific disability in reading, spelling, and penmanship. Cambridge, MA: Educators Publishing Service.
17. Haskell, D. W., Foorman, B. R., & Swank, P. R. (1992). Effects of three orthographic/phonological units on first-grade reading. Remedial and Special Education, 13, 40-49.
18. Houghton Mifflin Reading. (1986). Boston: Houghton Mifflin.
19. Lindamood, C., & Lindamood, P. (1975). Auditory discrimination in depth. Columbus, OH: Science Research Associates.
20. Lippincott Basic Reading. (1991). Riverside, NJ: Macmillan.
21. 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 after phonologically- and strategy-based reading training programs. Developmental Psychology, 30, 805-822.
22. Mueller, C. W., & Parcel, T. L. (1981). Measures of socioeconomic status: Alternatives and recommendations. Child Development, 52, 13-30.
23. Olson, R. K., Kliegl, R., Davidson, B. J., & Foltz, G. (1985). Individual and developmental differences in reading disability. In G. E. MacKinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 4, pp. 1-64). New York: Academic.
24. Olson, R. K., Wise, B., Johnson, M., & Ring, J. (1997). The etiology and remediation of phonologically based word recognition and spelling disabilities: Are phonological deficits the “hole” story? In B. Blachman (Ed.), Foundations of reading acquisition and dyslexia (pp. 305-326). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
25. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activity. Cognition and Instruction, 2, 117-175.
26. Rogosa, D. R., Brandt, D., & Zimowski, M. (1982). A growth curve approach to the measurement of change. Psychological Bulletin, 90, 726-748.
27. SAS Institute, Inc. (1992). SAS Technical Report P-229, SAS/SAT software: Changes and enchancement, Release 6.07. Cary, NC: Author.
28. Siegel, L. S., Share, D., & Geva, E. (1995). Evidence for superior orthographic skills in dyslexics. Psychological Science, 6, 250-254.
29. Stanovich, K. E., & Siegel, L. (1994). Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. Journal of Educational Psychology, 86, 24-53.
30. Torgesen, J. K., Wagner, R. K., Rashotte, C.A., Alexander, A.W., & Conway, T. (1997). Preventive and remedial interventions for children with severe reading disabilities. Learning Disabilities: A Multi-Disciplinary Journal, 8, 51-61.
31. Traub, N., & Bloom, F. (1992). Recipe for reading (3rd ed.). Cambridge, MA: Educators Publishing Service.
32. Vellutino, F. R. (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology, 83, 437-443.
33. Vellutino, F., & Scanlon, D. M. (1991). The effects of instructional bias on word identification. In L. Rieben & C.A. Perfetti (Eds.), Learning to read (pp. 189-204). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
34. Vellutino, F. R., Scanlon, D. M., Sipay, E., Small, S., Pratt, A., Chen, R., & Denckla, M. (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, 601-638.
35. Wagner, R., Torgesen, J. K., & Rashotte, C.A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
36. Wechsler, D. (1974). Wechsler Intelligence Scale for Children-Revised. San Antonio, TX: Psychological Corporation.
37. Wechsler, D. (1991). Wechsler Intelligence Scale for Children-III. San Antonio, TX: Psychological Corporation.
38. Willett, J. B. (1988). Questions and answers in the measurement of change. Review of Research in Education, 15, 345-422.
39. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psycho Educational Battery-Revised. Allen, TX: DLM Teaching Resources.