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76

ACQ

Volume 11, Number 2 2009

ACQ

uiring knowledge in speech, language and hearing

Torgesen, J., Morgan, S., & Davis, C. (1992). Effects

of two types of phonological awareness training on word

learning in kindergarten children.

Journal of Educational

Psychology

,

84

, 364–370.

Truch, S. (1994). Simulating basic reading processes using

auditory discrimination in depth.

Annals of Dyslexia

,

44

,

60–80.

van Bysterveldt, A., Gillon, G., & Foster-Cohen, S. (in

press). Integrated speech and phonological awareness

intervention for pre-school children with Down syndrome.

International Journal of Language and Communication

Disorders

.

van Bysterveldt, A., Gillon, G., & Foster-Cohen, S.

(in press) Literacy environments for children with Down

syndrome: What’s happening at home?

Down Syndrome

Research and Practice

.

Wagner, R., Torgesen, J., & Rashotte, C. (1999).

Comprehensive Test of Phonological Processing, CTOPP

.

Austin, TX: PRO-ED.

Westby, C. (1999). Assessing and facilitating text

comprehension problems. In H. Catts & A. Kamhi (Eds.),

Language and Reading Disabilities

(pp. 154–223). Needham

Heights, MA: Allyn and Bacon.

Westerveld, M., & Gillon, G. T. (1999/2000). Narrative

language sampling in young school-age children.

New

Zealand Journal of Speech-Language Therapy

,

53–54

,

34–41.

Wolf, M., Bowers, P. G., & Biddle, K. (2000). Naming-

speed processes, timing, and reading: A conceptual review.

Journal of Learning Disabilities

,

33

(4), 387–407.

Speech: The LiPS Program

(3rd ed.) [Multimedia kit]. Austin,

TX: PRO-ED.

Lonigan, C. J., Burgess, S. R., & Anthony, J. L. (2000).

Development of emergent literacy and early reading skills

in preschool children: Evidence from a latent-variable

longitudinal study.

Developmental Psychology

,

36

(5),

596–613.

Lovett, M., & Steinbach, K. (1997). The effectiveness of

remedial programs for reading disabled children of different

ages: Does the benefit decrease for older children?

Learning

Disability Quarterly

,

20

, 189–210.

Lovett, M., Steinbach, K., & Frijters, J. (2000). Remediating

the core deficits of developmental reading disability: A

double deficit hypothesis.

Journal of Learning Disabilities

,

33

,

334–358.

Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of

an intensive program for stimulating phonological awareness

in preschool children.

Reading Research Quarterly

,

23

,

263–284.

McNeill, B. C., Gillon, G. T., & Dodd, B. (in press). The

effectiveness of an integrated phonological awareness

intervention for children with childhood apraxia of speech

(CAS).

Child Language Teaching and Therapy

.

Muter, V., Hulme, C., & Snowling, M. (1997).

Phonological

Abilities Test (PAT)

. London: Psychological Corporation.

Nancollis, A, Lawrie, B., & Dodd, B. (2005). Phonological

awareness intervention and acquisition of literacy skills in

children from deprived social backgrounds.

Language,

Speech, and Hearing Services in Schools

,

36

, 325–335.

Neilson, R. (2003).

Sutherland Phonological Awareness

Test – Revised (SPAT–R)

. Jamberoo, NSW: Language,

Speech and Literacy Services.

Pokorni, J. L., Worthington, C. K., & Jamison, P. J.

(2004). Phonological awareness intervention: Comparison

of Fast ForWord, Earobics and LiPS.

Journal of Educational

Research

,

97

(3), 147–157.

Schneider, W., Kuspert, P., Roth, E., & Vise, M. (1997).

Short and long term effects of training phonological

awareness in kindergarten: Evidence from two German

studies.

Journal of Experimental Child Psychology

,

66

,

311–340.

Scientific Learning Corporation (1999).

Guide to

implementation for training programs Fast ForWord, 4wd,

Step 4word

. Berkeley, CA: Author.

Stanovich, K. (2000).

Progress in understanding reading:

Scientific foundations and new frontiers

. New York:

Guildford.

Torgesen, J. (1999). Assessment and instruction for

phonemic awareness and word recognition skills. In H. Catts

& A. Kamhi (Eds.),

Language and reading disabilities

(pp.

128–153). Boston: Allyn and Bacon.

Professor

Gail Gillon

is the Pro-Vice-Chancellor (Education) at the

University of Canterbury. Her research focuses on understanding the

relationship between spoken and written language disorders and

the prevention of literacy difficulties for young children at risk. Her

research is well known internationally and she was made a Fellow

of the American Speech-Language-Hearing Association in 2007

in recognition of her contributions to the field of speech-language

pathology. Dr

Brigid McNeill

is a lecturer in primary literacy

education at the University of Canterbury. Her research focuses

on the early identification and prevention of reading and spelling

difficulties in young children at high risk of literacy failure, including

children with childhood apraxia of speech.

Correspondence to:

Professor Gail Gillon

Pro-Vice-Chancellor

College of Education

University of Canterbury

Christchurch, New Zealand

email:

gail.gillon@canterbury.ac.nz

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