User:WeijiBaikeBianji/ReadingWritingDyslexiaCitations

ReadingWritingDyslexiaCitations

Reading Instruction and Dyslexia Citations

Monographs


Below are some books I've known about since well before when Wikipedia was founded. I'll gradually update the citation format to fit the Wikipedia Cite template.

Shortcuts to Reading You Can Teach Your Child Joan Beck (Mundelein, IL: Career Publishing, 1964?).

Alpha-Phonics: A Primer for Beginning Readers Samuel L. Blumenfeld (1983) (ISBN 0-8159-6916-3).

Phonics for Reading: A Primer Bonnie L. Dettmer

Teach Your Child to Read in 100 Easy Lessons Siegfried Engelmann, Phyllis Haddox and Elaine C. Bruner (New York: Fireside, 1986 c. 1983) (ISBN 0-671-63198-5).

Why Johnny Can't Read: And What You Can Do About It Rudolf Flesch (New York: Harper and Row, 1955, reissued with new foreword 1986) (ISBN 0-06-091340-1).

Home Guide to Early Reading: With Reading Readiness Games and Exercises for Your Preschool Child Toni S. Gould (Harmondsworth, Middlesex: Penguin, 1976) (ISBN 0-14-00.4567-8).

Reading and Writing Before School Felicity Hughes (New York: St. Martin's Press, 1971).

Teach Your Child to Read in Just Ten Minutes a Day Sidney Ledson (Toronto, Ontario: Stoddart, 1999) (ISBN 0-7737-6035-0).

Sing, Spell, Read and Write (St. Petersburg, FL: International Learning Systems of North America

The Writing Road to Reading: The Spalding Method of Phonics for Teaching Speech, Writing and Reading Romalda Spalding (New York: William Morrow, 4th revised edition 1990) (ISBN 0-688-06634-8). foreword by Sylvia Farnham-Diggory "A pervasive error in current reading instructional theory is that children will inductively discover the rules of the written language if they are immersed in a written language environment (Goodman & Goodman, 1979; Smith, 1971)."

Teaching Reading at Home: A Supplement to Romalda Spalding's The Writing Road to Reading with a Step-by-Step Overview, Sample Charts & Recommended Practice Exercises Wanda Sanseri (Gresham, OR: Noble Press, 1989)

America's Spelling & Reading with Riggs (Beaverton, OR: Riggs Institute, 1st teacher's edition 1989).

Teach a Child to Read with Children's Books: Combining Story Reading, Phonics, & Writing to Promote Reading Success Mark B. Thogmartin (Bloomington: Grayson Bernard, 2nd ed. 1997) (ISBN 1-88379025-5).

Beginning to Read: Thinking and Learning about Print Marilyn Jager Adams (Cambridge, MA: MIT Press, 1990) (ISBN 0-262-01112-3; 0-262-51076-6 [pbk.]).

No Quick Fix: Rethinking Literacy Programs in America's Elementary Schools Richard L. Allington and Sean A. Walmsley (New York: Teachers College Press, 1995) (ISBN 0-8077-3389-X). "Another concern is that none of the programs discussed in this book--nor any others we have read about-- achieve the goal of having every child become literate (by any definition), and it looks as though even the most intensive approaches fail to meet the needs of between 3 and 5 percent of the population. On the other hand, since failure rates run in the 20 to 50 percent range in some school districts, lowering them to even 5 percent has to be regarded as a remarkable accomplishment."

Children's Reading Problems: Psychology and Education Peter Bryant and Lynette Bradley (Oxford: Basil Blackwell, 1985) (ISBN 0-631-13683-5).

"comparisons between poor readers and acquired dyslexics should also include details about the skills and behaviors of normal children. Otherwise one will have no guarantee that the studies have anything to do with 'dyslexia' at all. The child whose progress in learning to read is smooth and untroubled might none the less at various stages show just the same oddities as the child who is said to be dyslexic."

Visible Speech: The Diverse Oneness of Writing Systems John DeFrancis (Honolulu: University of Hawaii Press, 1989) (ISBN 0-8248-1207-7).

"The view of Chinese as a nonphonetic system of writing has been used to buttress the demand that should be taught to read by 'the whole word' method rather than that of 'phonics.'"

Facts and Fads in Beginning Reading: A Cross-Language Perspective Dina Feitelson (Norwood, NJ: Ablex Publishing, 1988) (ISBN 0-89391-507-6).

Why Johnny Still Can't Read: A New Look at the Scandal of Our Schools Rudolf Flesch (New York: Harper & Row, 1981) (ISBN 0-06-091031-3)

Phonological Skills and Learning to Read Usha Goswami and Peter Bryant (Hove, East Sussex: Lawrence Erlbaum Assocs., 1990) (ISBN 0-86377-150-5). (Essays in Developmental Psychology series ISSN 0959-3977). "The effect of this [phonological] skill [of children] on their progress in reading is considerable both in a quantitative and in a qualitative sense. Children who are sensitive to rhyme eventually do much better at reading (although not at mathematics), and children who are taught about rhyme are more successful at reading than those who are not given this training. This shows that there is a link between children's awareness of rhyme and alliteration and their progress in reading. But the link itself explains quite a lot about the way that young children read."

Preventing Reading Failure: An Examination of the Myths of Reading Instruction Patrick Groff (Portland, OR: National Book Company, 1987) (ISBN 0-89420-252-9).

Reading Development and Dyslexia Charles Hulme and Margaret Snowling, editors (San Diego, CA: Singular Publishing Group, 1994) (ISBN 1-897635-85-0). Selected papers from the third international conference of the British Dyslexia Association, with a conference theme of Dyslexia: Towards a Wider Understanding, by authors including Marilyn Jager Adams and Usha Goswami. from the paper "Reading Difficulties Can Be Predicted and Prevented: A Scandinavian Perspective on Phonological Awareness and Reading" by Ingvar Lundberg: "Phonological awareness can be developed by training outside the context of formal reading instruction. Such training seems to facilitate the acquisition of reading and spelling in school. Even more important, children at serious risk for developing reading difficulties benefit from the early training to the extent that they reach a normal level of performance in reading and spelling. Thus, the research presented leads to rather optimistic educational conclusions. It also gives strong support to the hypothesis that phonological deficits are core symptoms in dyslexia without denying that there might be other factors involved (Breitmeyer, 1989; Lovegrove and Slaghuis, 1989; Stein, 1989)."

Whole Language: Beliefs and Practices, K-8 Gary Manning and Maryann Manning, editors (Washington, DC: NEA Professional Library, 1989) (ISBN 0-8106-1482-0).

Preschool Prevention of Reading Failure Richard L. Masland and Mary W. Masland, editors (Parkton, MD: York Press, 1988) (ISBN 0-912752-14-9). from Lynette Bradley's paper "Rhyme Recognition and Reading and Spelling in Young Children": "An appreciation of rhyme helps children learn to read and to spell for three reasons. Let us consider them one at a time. The first is that rhyme helps children develop phonological awareness. . . . The second and third reasons go beyond phonemic awareness. When we come to learn to read and to spell it is useful if we can learn to read and write all the words that are in our vocabulary. If each of these words was unique we would never be able to accomplish such a daunting task. . . . But fortunately we have several ways of categorizing words so that we can reduce this learning load. Some of these ways depend on being able to read and to recognize words, but we can also learn to group words together through spoken language.   We do not have to wait until we go to school or until we begin to read or to spell. . . . To sum up, an appreciation of rhyme gives children a powerful advantage when they come to learn to read and to spell. Through their rhyming games children learn to analyze words within the syllabic unit at the level of the phoneme, and this is essential if we are to learn to use the alphabetic code. Hearing rhyming connections also gives children a way of categorizing words and so reduces the number of words they have to learn when they come to read and spell. Children who then make the connection between these rhyming categories and the letter string patterns that these words also share can generalize from one word to another when they try to read or to spell new words."

Why Our Children Can't Read: And What We Can Do About It: A Scientific Revolution in Reading Diane McGuinness (New York: Free Press, 1997) (ISBN 0-684-83161-9) foreword by Steven Pinker

The Complete Handbook of Children's Reading Disorders Hilde L. Mosse (Beaverton, OR: Riggs Institute Press, 1982) (ISBN 0-942311-00-0).

Scripts and Literacy: Reading and Learning to Read Alphabets, Syllabaries and Characters Insup Taylor and David R. Olson, editors (Dordrecht: Kluwer Academic, 1995) (ISBN 0-7923-2912-0). (Neuropsychology and Cognition series volume 7). "In reading text, however, scriptal differences tend to disappear. Readers, in whatever script, may resort to phonetic coding to store linguistic items in working memory during comprehension. . . . Good readers in one language-script tend to be good readers also in another language-script."

Facets of Dyslexia and Its Remediation Sarah F. Wright and Rudolf Groner, editors (Amsterdam; New York: North Holland, 1993) (ISBN 0-44489949-9).

Articles

 * 1) ^ Henry, Marcia K. (2005). "The history and structure of the English language". in Judith R. Birsh. Multisensory Teaching of Basic Language Skills. Baltimore, Maryland: Paul H. Brookes Publishing. p. 154. ISBN 978-1-55766-678-5.
 * 2) ^ a b Seki A, Kassai K, Uchiyama H, Koeda T (March 2008). "Reading ability and phonological awareness in Japanese children with dyslexia". Brain Dev. 30 (3): 179–88. doi:10.1016/j.braindev.2007.07.006..
 * 3) ^ a b c d Siok WT, Niu Z, Jin Z, Perfetti CA, Tan LH (April 2008). "A structural-functional basis for dyslexia in the cortex of Chinese readers" (Free full text). Proc. Natl. Acad. Sci. U.S.A. 105 (14): 5561–6. doi:10.1073/pnas.0801750105. . PMC 2291101. http://www.pnas.org/cgi/pmidlookup?view=long&pmid=18391194.
 * 4) ^ a b c Wydell TN, Butterworth B (April 1999). "A case study of an English-Japanese bilingual with monolingual dyslexia". Cognition 70 (3): 273–305. doi:10.1016/S0010-0277(99)00016-5..