More Information

 

More Information


 

 

 
 
 
 

 More Information

 

Beginning To Read: Thinking and Learning about Print. (1991) Marilyn Jager Adams. MIT Press.
Teaching Our Children to Read. (1996) Bill Honig. Corwin Press
American Educator. Spring/Summer 1998. American Federation of Teachers.
Report of the National Reading Panel: Teaching Children to Read, (2000) Langenberg, D. Chair National Institute of Health
Applied Phonetics, Harold T. Edwards. Singular Publishing.
Preventing Reading Difficulties in Young Children. (1998) Snow, Burns, Griffin, Editors. National Academy  Press.
The Language Instinct. (1995) Steven Pinker. Harper.
Fundamentals of Human Neuropsychology. (1996) Bryan Kolb and Ian Whishaw. W.H. Freeman.
Inside the Brain.(1997) Ronald Kotulak. Andrews McMeel
Phonetic Science. (1973) Samuel and Marjorie Faircloth. Prentice-Hall
The Lindamood Phoneme Sequencing Program. (1998) Patricia Lindamood and Phyllis Lindamood. Pro-Ed
Montessori Matters. (1980) Sister Mary Motz. Nienhuis Montessori Publications
Phonemic Awareness Activities for Early Reading Success. (1997). Wiley Blevins. Scholastics, Inc.
Phonemic Awareness in Young Children. (1998). M.J. Adams. B.R. Foorman, I. Lundberg and T. Beeler.  Paul H. Brooks Publishing
Spelling Sourcebook series. (1997)  Rebecca Sitton. Egger Publishing.
Recipe For Reading. (1995). Nina Traub, with Francis Bloom. Educators Publishing .
Reading Recovery. (1993). Marie M.Clay. Heinemann.
Reading Reflex. (1998). Carmen and Geoffrey McGuinness. Free Press
Why Our Children Can’t Read and What We Can Do About It. (1997). Diane McGuinness. Free Press

Papers

Yopp, H.K. (1995) A test for assessing phonemic awareness in young children, The Reading Teacher, (Vol. 49, No.1)

Griffith, P. and Olson, M. (1992) Phonemic awareness helps beginning readers break the code. The Reading Teacher. (Vol. 45, No.7)
Ellis, W. (1996) Interventions for Students with Learning Disabilities. National Center for Children and Youth with Disabilities.

Yopp, H.K. (1995) Read Aloud books for developing phonemic awareness: an annotated bibliography.. The Reading Teacher, (Vol. 48, No.6)

Shaywitz, S. Dyslexia. Scientific American. November, 1996.
Snider, V. (1995) A Primer on Phonemic Awareness: What it is, why it’s important and how to teach it. School Psychology Review, (Vol. 24, No.3)

Grossman, B. (1998) Thirty Years of Research: What We4 Now Know About How Children Learn to Read. National Center to Improve the Tools of Educators

Stahl, S. (1992) Saying the ‘p’ word: Nine guidelines for exemplary phonics instruction. The Reading Teacher, (Vol. 45, No. 8)
Opitz, M. (1998) Children’s books to develop phonemic awareness -- for you and parents, too! The Reading Teacher, March, 1998 (Vol. 51, No.6)

Bear, D. and Templeton, S. (1998) Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling and vocabulary. The Reading Teacher, Nov.1998 (Vol. 52, No.3)

Paulesu, J., and Firth, U. (2001) Dyslexia: Cultural Diversity and Biological Unity. Science, 291: 2165-2167

Torgesen, J. , Alexander, A., Wagner, R. , Rashotte, C. Voeller, K. and Conway, T. Intensive Remedial instruction for children with reading disabilities. Journal of Learning Disabilities, 34, 32-58.

Diehl, S. (1999) Listen and Learn? A software review of Earobics. Language, Speech and Hearing Services in Schools. 30, 108-116

Wolf, M. (1991) Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly 25, 123- 139.
Fawcett, A. J. and Niclson, R. (1994) Naming speed in children with dyslexia. Journal of Learning disabilities 27, 641-646.

Wolf, M., Miller, L. and Donnelly, K. Retrieval, automaticity, vocabulary, elaboration, orthography (RAVE-O) A comprehensive, fluency-based reading intervention program. (2000) Journal of Learning disabilities 33, 375-386.

Merzenich, M., Jenkins, W. , Johnston, C. , Miller, S. Tallal, P. Temporal processing deficits of language-learning impaired children ameliorated by training. Science, 271, 77-84.

Elbro, C., Borstrom, D.K. and Petersen. Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly. Vol. 33. No.1

K. Nation and C. Hulme. Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly. Vol. 32. No.2

Stanovich, K.  Romance and Reality. The Reading Teacher, Dec. 1993/Jan.1994 (Vol. 47, No.4)

Strictland, D.S. (1998) What’s Best in Beginning Reading Educational Leadership March, 1998

Lovett, M. Lacerenza, L. and Borden, S. (2000) Putting Struggling Readers on the PHAST Track. Journal of Learning Disabilities, 33, 458-476

Hickok, G., Bellugi, U. and Klima, E. (2001) Sign Language in the Brain. Scientific American June 2001.

Damasio, A and Damasio, H. Brain and Language. Scientific American, September 1992

 Smith, S.B., Simmons, D.C. and Kameenui, E.J. (1999) Synthesis of Research on phonological awareness: Principles and Implications for reading acquisition. National Center to Improve the Tools of Educators

Smith, S.B., Simmons, D.C. and Kameenui, E.J. (1999) Phonological awareness: Curricular and Instructional Implication for Diverse Learners. National Center to Improve the Tools of Educators

Gilbertson, M. and Bramlett, R. K.(1998) Phonological awareness screening to identify at-risk readers: Implications for practitioners. Language, Speech and Hearing Services in Schools, 29, 109-116.
Apel, K. and Swank, L. (1999) Second chances: Improving decoding skills in the older student. Language, Speech and Hearing Services in Schools. 30, 231-242.

Gough, P. and Tunmer, W. (1986) Decoding, reading and reading disability. Remedial and Special Education 7, 6-12.

Eliason, M. and Richman, L. (1998) Behavior and attention in LD children. Learning Disability Quarterly 11, 360-368