Open Access
SHS Web of Conferences
Volume 10, 2014
4th International Interdisciplinary Scientific Conference SOCIETY, HEALTH, WELFARE
Article Number 00049
Number of page(s) 7
Published online 09 September 2014
  1. Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. [Google Scholar]
  2. 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. [Google Scholar]
  3. 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] [Google Scholar]
  4. Bishop, D.V.M, & Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorders and reading retardation. Journal of Child Psychology and Psychiatry. 31, 1027–1050. [CrossRef] [Google Scholar]
  5. Briscoe, J., Bishop, D.V.M, & Norbury, C.F. (2001). Phonological processing, language, and literacy: A comparison of children with mild-to-moderate sensorineural hearing loss and those with specific language impairment. Journal of Child Psychology and Psychiatry, 42, 329–340. [CrossRef] [Google Scholar]
  6. Burke, M. D., Hagan-Burke, S., Kwok, O., & Parker, R. (2009). Predictive validity of early literacy indicators from the middle of kindergarten to second grade. Journal of Special Education, 42 (4), 209–226. [CrossRef] [Google Scholar]
  7. Catts, H.W. (1993). The relationship between speech-language and reading disabilities. Journal of Speech and Hearing Research. 36, 948–958. [CrossRef] [Google Scholar]
  8. Catts, H.W., Fey, M. E., Tomblin, J.B., & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research. 45, 1142–1157. [CrossRef] [Google Scholar]
  9. Edwards, J. D., & Lahey, M. (1998). Nonword repetitions of children with specific language impairment: Exploration of some explanations for their inaccuracies. Applied Psycholinguistics 19, 279–309. [CrossRef] [Google Scholar]
  10. Gathercole, S.E, & Baddeley, A.D. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336–360. [CrossRef] [Google Scholar]
  11. Good, R. H., Kaminski, R. A., with Cummings, K., Dufour-Martel, Ch., Petersen, K., Powell-Smith, K., Stollar, S., & Wallin, J. (2011). Dynamic Indicators of Basic Early Literacy Skills. DIBELS Next Assessment Manual. Dynamic Measurement Group. [Google Scholar]
  12. Kamhi, A.G., & Catts, H.W. (1986). Toward an understanding of developmental language and reading disorders. Journal of Speech and Hearing Disorders, 51, 337–347. [CrossRef] [Google Scholar]
  13. Leonard, L.B. (1998). Children with specific language impairment. Cambridge, MA: MIT Press. [Google Scholar]
  14. 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] [Google Scholar]
  15. 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. [Google Scholar]
  16. 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] [Google Scholar]
  17. 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] [Google Scholar]
  18. 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] [Google Scholar]
  19. Paul, R. (2001). Language disorders from infancy to adolescence: Assessment and intervention. St. Louis, MO: Mosby. [Google Scholar]
  20. 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] [Google Scholar]
  21. Rascevska, M., Orlovska, M., Griskevica, Vabale, A., Ozola., E., Legzdins, P. (2013a). Agrınās lasıtprasmes attıstıbas rādıtāju DIBELS Next latviešu valodas versija. Rıga: McĀbols. [Google Scholar]
  22. 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. [Google Scholar]
  23. Rathvon, N. (2004). Early reading assessment: A practitioner's handbook. New York: Guilford. [Google Scholar]
  24. Serniclaes, W.I., Heghe, S., Mousty, P., Carre, R., & Sprenger-Charolles, L. (2004). Allophonic mode of speech perception in dyslexia. Journal of Experimental Child Psychology, 87, 336–361. [CrossRef] [Google Scholar]
  25. 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] [Google Scholar]
  26. 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] [Google Scholar]
  27. Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23 (2), 159–177. doi: 10.2307/747800 [CrossRef] [Google Scholar]
  28. Walsh, D. J., Price, G.G., & Gillingham, M.G. (1988). The critical but transitory importance of letter naming. Reading Research Quarterly, 23, 108–122. [CrossRef] [Google Scholar]
  29. World Health Organisation. (1992). ICD-10 Classifications of Mental and Behavioural Disorder: Clinical Descriptions and Diagnostic Guidelines. Geneva: World Health Organisation. [Google Scholar]

Current usage metrics show cumulative count of Article Views (full-text article views including HTML views, PDF and ePub downloads, according to the available data) and Abstracts Views on Vision4Press platform.

Data correspond to usage on the plateform after 2015. The current usage metrics is available 48-96 hours after online publication and is updated daily on week days.

Initial download of the metrics may take a while.