SEARCH

SEARCH BY CITATION

References

  • Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39, 414431.
  • Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
  • Bernhardt, B., & Major, E. (2005). Speech, language and literacy skills 3 years later: A follow-up study of early phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 40, 127.
  • Bianco, M., Bressoux, P., Doyen, A.-L., Lambert, E., Lima, L., Pellenq, C., & Zorman, M. (2010). Early training in oral comprehension and phonological skills: Results of a three-year longitudinal study. Scientific Studies of Reading, 14, 211246.
  • Bowyer-Crane, C., Snowling, M.J., Duff, F.J., Fieldsend, E., Carroll, J.M., Miles, J., & Hulme, C. (2008). Improving early language and literacy skills: Differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, 49, 422432.
  • Brown, T.A. (2006). Confirmatory factor analysis for applied research. London: The Guilford Press.
  • Burgess, S., & Lonigan, C.F. (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70, 117141.
  • Carey, J., Leitao, S., & Allan, L. (2006). Squirrel story narrative assessment. Keighley: Black Sheep Press.
  • Carroll, J.M., & Snowling, M.J. (2001). The effects of global similarity between stimuli on children’s judgment of rime and alliteration. Applied Psycholinguistics, 22, 327342.
  • Carroll, J.M., Snowling, M.J., Hulme, C., & Stevenson, J. (2003). The development of phonological awareness in preschool children. Developmental Psychology, 39, 913923.
  • Catts, H.W., Fey, M.E., Zhang, X., & Tomblin, J.B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331361.
  • Clarke, P.J., Snowling, M.J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties: A randomized controlled trial. Psychological Science, 21, 11061116.
  • Conti-Ramsden, G., Botting, N., & Faragher, B. (2001). Psycholinguistic markers for specific language impairment (SLI). Journal of Child Psychology and Psychiatry, 42, 741748.
  • DCSF. (2008). Statutory framework for the early years foundation stage. Nottingham: Department for Children, Schools and Families.
  • DfES. (2006). Primary framework for literacy and mathematics. Norwich: Department for Education and Skills.
  • DfES. (2007). Letters and sounds: Principles and practice of high quality phonics. Norwich: Department for Education and Skills.
  • Duff, F.J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S., & Snowling, M.J. (2008). Reading with vocabulary intervention: Evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading, 31, 319336.
  • Elleman, A.M., Lindo, E.J., Morphy, P., & Compton, D.L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2, 144.
  • Fletcher, J.M., Reid Lyon, G., Fuchs, L.S., & Barnes, M.A. (2007). Learning disabilities: From identification to intervention. New York: Guilford Press.
  • Hatcher, P. (2001). Sound linkage: An integrated programme for overcoming reading difficulties (2nd edn). Chichester: Wiley-Blackwell.
  • Hatcher, P.J., Hulme, C., & Ellis, A.W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills—The phonological linkage hypothesis. Child Development, 65, 4157.
  • Hatcher, P.J., Hulme, C., & Snowling, M.J. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45, 338358.
  • Hindson, B., Byrne, B., Fielding-Barnsley, R., Newman, C., Hine, D.W., & Shankweiler, D. (2005). Assessment and early instruction of preschool children at risk for reading disability. Journal of Educational Psychology, 97, 687704.
  • Hulme, C., Stothard, S.E., Clarke, P., Bowyer-Crane, C., Harrington, A., Truelove, E., & Snowling, M.J. (2009). YARC York assessment of reading for comprehension: Early reading. London: GL Assessment.
  • Munro, N., Lee, K., & Baker, E. (2008). Building vocabulary knowledge and phonological awareness skills in children with specific language impairment through hybrid language intervention: A feasibility study. International Journal of Language and Communication Disorders, 43, 662682.
  • Muter, V., Hulme, C., Snowling, M.J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665681.
  • Nancollis, A., Lawrie, B.-A., & Dodd, B. (2005). Phonological awareness intervention and the acquisition of literacy skills in children from deprived social backgrounds. Language, Speech and Hearing Services in Schools, 36, 325335.
  • 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. Rockville, MD: NIH Pub.
  • Nelson, R.J., Benner, G.J., & Gonzalez, J. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta-analytic review. Learning Disabilities Research and Practice, 18, 255267.
  • Pennington, B.F., & Bishop, D.V.M. (2009). Relations among speech, language, and reading disorders. Annual Review of Psychology, 60, 283306.
  • Pollard-Durodola, S., Gonzalez, J., Simmons, D., Kwok, O., Taylor, A., Davis, M., & Simmons, L. (2011). The effects of an intensive shared book-reading intervention for preschool children at risk for vocabulary delay. Exceptional Children, 77, 161183.
  • Renfrew, C. (2003). Action picture test. Milton Keynes: Speechmark Publishing Ltd.
  • Savage, R., Carless, S.U.E., & Erten, O. (2009). The longer-term effects of reading interventions delivered by experienced teaching assistants. Support for Learning, 24, 95100.
  • Schulz, K.F., Altman, D.G., & Moher, D. (2010). CONSORT 2010 statement: Updated guidelines for reporting parallel group randomised trials. BMJ, 340, 698702.
  • Seeff-Gabriel, B., Chiat, S., & Roy, P. (2008). Early repetition battery. Oxford: Harcourt Assessment.
  • Semel, E., Wiig, E., & Secord, W. (2006). Child evaluation of language fundamentals-preschool UK (2nd edn). Oxford: Pearson Assessment.
  • Snowling, M.J., & Hulme, C. (2011). Evidence-based interventions for reading and language difficulties: Creating a virtuous circle. British Journal of Educational Psychology, 81, 123.
  • Snowling, M., Stothard, S., Clarke, P., Bowyer-Crane, C., Harrington, A., Truelove, E., & Hulme, C. (2009). YARC York assessment of reading for comprehension: Passage reading. London: GL Assessment.
  • Storch, S.A., & Whitehurst, G.J. (2002). Oral language and code-related precursors to reading: Evidence from a longitudinal structural model. Developmental Psychology, 38, 934947.
  • 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, 579593.
  • Vadasy, P.F., Sanders, E.A., & Abbott, R.D. (2008). Effects of supplemental early reading intervention at 2-year follow up: Reading skill growth patterns and predictors. Scientific Studies of Reading, 12, 5189.
  • Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S.G., Pratt, A., Chen, R., & Denckla, N.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. [Article.]. Journal of Educational Psychology December, 88, 601638.
  • Wechsler, D. (2003). Wechsler preschool and primary scale of intelligence (WPPSI-III) (3rd edn). Oxford: Pearson Assessment.
  • Whiteley, H.E., Smith, C.D., & Connors, L. (2007). Young children at risk of literacy difficulties: Factors predicting recovery from risk following phonologically based intervention. Journal of Research In Reading, 30, 249269.