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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)
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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

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