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.nzWould you like to contact more
than 4,200 speech pathologists?
Advertising in
ACQ
and
Speak Out
is a great way to spread your message to
speech pathologists in Australia and overseas.
We have different size advertising space available.
If you book in every issue for the whole year you’ll receive a 10% discount.
See
www.speechpathologyaustralia.org.aufor further information about advertising