A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At Risk for Reading Failure-Reference-Cited by-同舟云学术

A Comparison of the Instructional Backgrounds and Cognitive Profiles of Poor, Average, and Good Readers Who Were Initially Identified as At Risk for Reading Failure

Published:1997-07 Issue:3 Volume:1 Page:191-215
ISSN:1088-8438
Container-title:Scientific Studies of Reading
language:en
Short-container-title:Scientific Studies of Reading

Author:

Scanlon Donna M.,Vellutino Frank R.

Publisher

Informa UK Limited

Subject

Psychology (miscellaneous),Education

Link

http://www.tandfonline.com/doi/pdf/10.1207/s1532799xssr0103_2

Reference53 articles.

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2. Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling?

3. Bradley, L. & Bryant, P. E. (1985). Rhyme and reason in reading and spelling.Ann Arbor: The University of Michigan Press.

4. Brady, S. A. (1991). The role of working memory in reading disability.In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processing in literacy: A tribute to lsabelle Liberman (pp. 129-151). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

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