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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.

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. 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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ACQ Volume 11, Number 2 2009

ACQ uiring knowledge in speech, language and hearing