LINGUIST List 19.2531: Reading and Writing 21/4 (2008)

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LINGUIST List 19.2531
Mon Aug 18 2008 TOC: Reading and Writing 21/4 (2008) Editor for this issue: Fatemeh Abdollahi <fatemehlinguistlist.org>
Directory 1. Jasper de Vaal, Reading and Writing Vol 21, No 4 (2008) Message 1: Reading and Writing Vol 21, No 4 (2008)
Date: 18-Aug-2008 From: Jasper de Vaal <jasper.devaalspringer.com> Subject: Reading and Writing Vol 21, No 4 (2008) E-mail this message to a friend Publisher: Springer http://www.springer.com Journal Title: Reading and Writing Volume Number: 21 Issue Number: 4 Issue Date: 2008 Main Text: Recent developments in reading intervention research: Introduction to the special issue Author(s) William E. Tunmer http://dx.doi.org/10.1007/s11145-007-9108-4 Pages 299-316 A synthesis of fluency interventions for secondary struggling readers Author(s) Jade Wexler, Sharon Vaughn, Meaghan Edmonds and Colleen Klein Reutebuch http://dx.doi.org/10.1007/s11145-007-9085-7 Pages 317-347 Explicit instruction in phonemic awareness and phonemically based decoding skills as an intervention strategy for struggling readers in whole language classrooms Author(s) Janice F. Ryder, William E. Tunmer and Keith T. Greaney http://dx.doi.org/10.1007/s11145-007-9080-z Pages 349-369 Contextual effects on predicting risk for reading difficulties in first and second grade Author(s) Barbara R. Foorman, Mary York, Kristi L. Santi and David Francis http://dx.doi.org/10.1007/s11145-007-9079-5 Pages 371-394 Training reading and phoneme awareness skills in children with Down syndrome Author(s) Kristina Goetz, Charles Hulme, Sophie Brigstocke, Julia M. Carroll, Louise Nasir and M. Snowling http://dx.doi.org/10.1007/s11145-007-9089-3 Pages 395-412 Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities Author(s) Douglas Fuchs, Donald L. Compton, Lynn S. Fuchs, Joan Bryant and G. Nicole Davis http://dx.doi.org/10.1007/s11145-007-9083-9 Pages 413-436 Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties Author(s) Frank R. Vellutino, Donna M. Scanlon, Haiyan Zhang and Christopher Schatschneider http://dx.doi.org/10.1007/s11145-007-9098-2 Pages 437-480 Linguistic Field(s): Cognitive Science Phonetics Applied Linguistics Neurolinguistics Psycholinguistics Read more issues\|LINGUIST home page\|Top of issue

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