Bibliography for PHDE0066: Specific Learning Difficulties: Understanding Assessing and Teaching Children with SpLD BETA

‘Antoniazzi, D., Snow, P., & Dickson-Swift, V. (2010). Teacher identification of children at risk for language impairment in the first year of school. International Journal of Speech-Language Pathology, 12(3), 244-252. doi:10.3109/17549500903104447’ (no date). Available at: https://www.tandfonline.com/doi/pdf/10.3109/17549500903104447?needAccess=true.

Bosse, M.-L. (2015a) ‘Learning to Read and Spell: How Children Acquire Word Orthographic Knowledge’, Child Development Perspectives, 9(4), pp. 222–226. Available at: https://doi.org/10.1111/cdep.12133.

Bosse, M.-L. (2015b) ‘Learning to Read and Spell: How Children Acquire Word Orthographic Knowledge’, Child Development Perspectives, 9(4), pp. 222–226. Available at: https://doi.org/10.1111/cdep.12133.

Bowyer-Crane, C. et al. (2008) ‘Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention’, Journal of Child Psychology and Psychiatry, 49(4), pp. 422–432. Available at: https://doi.org/10.1111/j.1469-7610.2007.01849.x.

Brady, S.A., Braze, D. and Fowler, C.A. (eds) (2011) Explaining Individual Differences in Reading. Psychology Press. Available at: https://doi.org/10.4324/9780203817964.

Cain, K. and British Psychological Society (2010a) Reading development and difficulties. Chichester: British Psychological Society and Blackwell.

Cain, K. and British Psychological Society (2010b) Reading development and difficulties. Chichester: British Psychological Society and Blackwell.

Cain, K. and British Psychological Society (2010c) Reading development and difficulties. Chichester: British Psychological Society and Blackwell.

Cain, K. and British Psychological Society (2010d) Reading development and difficulties. Chichester: British Psychological Society and Blackwell.

‘Carroll, J. M. C., Bowyer-Crane, C., Duff, F., Hulme, C. & Snowling, M. J. (2011). Developing Language and Literacy: Effective Intervention in the Early Years. Chichester, UK: Wiley-Blackwell.’ (no date). Available at: https://onlinelibrary.wiley.com/doi/pdf/10.1002/9780470977460.

Castles, A., Rastle, K. and Nation, K. (2018a) ‘Ending the Reading Wars: Reading Acquisition From Novice to Expert’, Psychological Science in the Public Interest, 19(1), pp. 5–51. Available at: https://doi.org/10.1177/1529100618772271.

Castles, A., Rastle, K. and Nation, K. (2018b) ‘Ending the Reading Wars: Reading Acquisition From Novice to Expert’, Psychological Science in the Public Interest, 19(1), pp. 5–51. Available at: https://doi.org/10.1177/1529100618772271.

‘Early Years Foundation Stages (2014) handbook’ (no date). Available at: http://dera.ioe.ac.uk/20892/1/2014_EYFS_handbook.pdf.

‘Ehri, L. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18, 1, 5-21.’ (no date). Available at: https://www.tandfonline.com/doi/pdf/10.1080/10888438.2013.819356?needAccess=true.

‘Florit, E. & Cain, K.  (2011). The simple view of reading: is it valid for different types of alphabetic orthographies? Educational Psychology Review, 23, 4, 553-576.’ (no date). Available at: https://www.jstor.org/stable/pdf/23883165.pdf?refreqid=excelsior%3A397d239a0a3c338bf85b5803667d340c.

‘Griffiths, P. (2015) Using coloured filters to reduce the symptoms of visual stress in children with reading delay Scandinavian Journal of Occupational Therapy, 22:5,328-329.’ (no date). Available at: https://www.tandfonline.com/doi/pdf/10.3109/11038128.2015.1033456?needAccess=true.

Griffiths, Y. and Stuart, M. (2013a) ‘Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties’, Journal of Research in Reading, 36(1), pp. 96–116. Available at: https://doi.org/10.1111/j.1467-9817.2011.01495.x.

Griffiths, Y. and Stuart, M. (2013b) ‘Reviewing evidence-based practice for pupils with dyslexia and literacy difficulties’, Journal of Research in Reading, 36(1), pp. 96–116. Available at: https://doi.org/10.1111/j.1467-9817.2011.01495.x.

‘Harries et al Using coloured filters to reduce the symptoms of visual stress in children with reading delay.’ (no date). Available at: https://www.tandfonline.com/doi/pdf/10.3109/11038128.2014.989903?needAccess=true.

Henderson, L.M., Tsogka, N. and Snowling, M.J. (2013) ‘Questioning the benefits that coloured overlays can have for reading in students with and without dyslexia’, Journal of Research in Special Educational Needs, 13(1), pp. 57–65. Available at: https://doi.org/10.1111/j.1471-3802.2012.01237.x.

‘Hoover, W. & Gough, P. (1990). The Simple View of Reading. Reading and Writing: an Interdisciplinary Journal, 2,127-160.’ (no date). Available at: https://link.springer.com/content/pdf/10.1007%2FBF00401799.pdf.

‘Hulme, C., & Snowling, M. J. (2014). The interface between spoken and written language: developmental disorders. Philosophical Transactions of the Royal Society B: Biological Sciences, 369(1634), 20120395.’ (no date). Available at: https://www.jstor.org/stable/pdf/24499203.pdf?refreqid=search%3A97222f0178b97c9e9cbba1e4d08198a1.

‘Karmiloff, K. & Karmiloff-Smith, A. (2001). Pathways to language: From foetus to adolescent. Cambridge, MA: Harvard University Press’ (no date). Available at: http://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=nlebk&AN=281967&site=ehost-live&scope=site.

‘Learning to Read    Treiman and Kessler (2007)’ (no date) in. Available at: http://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780198568971.001.0001/oxfordhb-9780198568971-e-040?print=pdf.

‘Learning to Read Words: theory, findings and issues’ (no date). Available at: https://www.tandfonline.com/doi/pdf/10.1207/s1532799xssr0902_4?needAccess=true.

Nation, K. (2017) ‘Nurturing a lexical legacy: reading experience is critical for the development of word reading skill’, npj Science of Learning, 2(1). Available at: https://doi.org/10.1038/s41539-017-0004-7.

Peterson, R.L., & Pennington, B.F. & Olson, R.K.  (2013). Subtypes of developmental dyslexia:  Testing the predictions of the dual-route and connectionist frameworks.Cognition, 126, 1, 20-38. (no date). Available at: https://ac.els-cdn.com/S0010027712001989/1-s2.0-S0010027712001989-main.pdf?_tid=0dcf5f7f-de62-498d-a5e0-136e8bb8ba35&acdnat=1542900423_b39217c0625e1f4e07f2bb501fee1a0d.

‘Rose, J. (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. London: DCSF.’ (no date). Available at: http://dera.ioe.ac.uk/14790/7/00659-2009DOM-EN_Redacted.pdf.

Siegler, R.S., DeLoache, J.S. and Eisenberg, N. (2006) How children develop. 2nd ed. New York: Worth Publishers.

Snowling, M.J. (2013) ‘Early identification and interventions for dyslexia: a contemporary view’, Journal of Research in Special Educational Needs, 13(1), pp. 7–14. Available at: https://doi.org/10.1111/j.1471-3802.2012.01262.x.

Snowling, M.J. and Hulme, C. (eds) (2005a) The Science of Reading: A Handbook. Oxford, UK: Blackwell Publishing Ltd. Available at: https://doi.org/10.1002/9780470757642.

Snowling, M.J. and Hulme, C. (eds) (2005b) The Science of Reading: A Handbook. Oxford, UK: Blackwell Publishing Ltd. Available at: https://doi.org/10.1002/9780470757642.

Strong, G.K. et al. (2011) ‘A systematic meta-analytic review of evidence for the effectiveness of the “Fast ForWord” language intervention program’, Journal of Child Psychology and Psychiatry, 52(3), pp. 224–235. Available at: https://doi.org/10.1111/j.1469-7610.2010.02329.x.

Stuart, M. and Stainthorp, R. (2016) Reading Development and Teaching. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP : SAGE Publications Ltd. Available at: https://doi.org/10.4135/9781473920170.