SHS Web of Conferences
Volume 10, 20144th International Interdisciplinary Scientific Conference SOCIETY, HEALTH, WELFARE
|Number of page(s)||7|
|Published online||09 September 2014|
- Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
- Al Otaiba, S., & Torgesen, J. (2007). Effects from intensive standardized kindergarten and first-grade interventions for the prevention of reading difficulty. In S. R. Jimerson, M. K. Burns, & A. M. Van Der Heyden (Eds.), Handbook of response to intervention. The science and practice of assessment and intervention (212–222). New York, NY: Springer.
- Badian, N. A. (1995). Predicting reading ability over the long term: The changing role of letter naming, phonological awareness and orthographic processing. Annals of Dyslexia, 45, 79–96. [CrossRef]
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- Leonard, L.B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press.
- Leitão, S., & Fletcher, J. (2004). Literacy outcomes for students with speech impairment: Long term follow-up. International Journal of Language and Communication Disorders, 39 (2), 245–256. [CrossRef]
- Leitão, S., Hogben, J., & Fletcher, J. (1997). Phonological processing skills in speech and language impaired children. European Journal of Disorders of Communication, 32, 73–93.
- Mann, V.A., & Foy, J.G. (2003). Speech development, phonological awareness, and letter knowledge in preschool children. Annals of Dyslexia, 53, 149–173. doi: 10.1007/s11881-003-0008-2. [CrossRef]
- McArthur, G.M., Hogben, J.H., Edwards, V.T., Heath, S.M., & Mengler, E.D. (2000). On the ?specifics? of specific reading disability and specific language impairment. Journal of Child Psychology and Psychiatry and Allied Disciplines, 41, 869–874. [CrossRef]
- Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J. (2004). Literacy skills in Children with Speech Difficulties. Journal of Speech, Hearing and Language Research, 47, 377–391. [CrossRef]
- Paul, R. (2001). Language disorders from infancy to adolescence: Assessment and intervention. St. Louis, MO: Mosby.
- Puranik, C. S., Petscher, Y., Al Otaiba, S., Catts, H.W., & Lonigan, Ch. J. (2008). Development of oral reading fluency in children with speech or language impairments: A growth curve analysis. Journal of Learning Disabilities. 41(6): 545–560. doi: 10.1177/0022219408317858. [CrossRef]
- Rascevska, M., Orlovska, M., Griskevica, Vabale, A., Ozola., E., Legzdins, P. (2013a). Agrınās lasıtprasmes attıstıbas rādıtāju DIBELS Next latviešu valodas versija. Rıga: McĀbols.
- Rascevska, M., Vabale, A., Griskevica, I., Orlovska, M., Ozola., E., Kolesovs, A., Legzdins, P., Mutule, S. (2013b). Agrınās lasıtprasmes attıstıbas rādıtāju DIBELS Next interpretācijas rokasgrāmata. Rıga: McĀbols.
- Rathvon, N. (2004). Early reading assessment: A practitioner's handbook. New York: Guilford.
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- Snowling, M., Bishop, D.V.M., & Stothard, S. (2000). Is preschool language impairment a risk factor for dyslexia in adolescence? Journal of Child Psychology and Psychiatry, 41, 587–600. [CrossRef]
- Sprugevica, I, & Hoien, T. (2003). Early phonological skills as a predictor of reading acquisition: A follow-up study from kindergarten to the middle of grade 2, Scandinavian Journal of Psychology, 44, 119–124. [CrossRef]
- Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23 (2), 159–177. doi: 10.2307/747800 [CrossRef]
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