Uppeldi og menntun - 01.01.2003, Blaðsíða 30

ÞRÓUN HLJÓM-2
Burgess, S.R., Hecht, S.A. og Lonigan, C. J. (2002). Relations of the home literacy en-
vironment (HLE) to the development of reading related abilites: A one year
longitudinal study. Reading Research Quarterly, 37, 408-426.
Byrne, B., Delaland, C., Fielding-Barnsley, R. og Quain, P. (2002). Longitudinal twin
study of early reading development in three countries: Preliminary results. Annals
of Dyslexia, 52, 49-73.
Calfee, R.C., Lindamood, P. og Lindamood, C. (1973). Accoustic-phonetic skills and
reading: Kindergarten through twelfth grade. Journal of Educational Psychology, 64,
293-298.
Castle, J., Riach, J. og Nicholson, T. (1994). Getting off to a better start in reading and
spelling: The effects of phonemic awareness instruction within a whole language
program. Journal of Educational Psychology, 86, 350-359.
Catts, H.W. (1996). Defining dyslexia as a developmental language disorder: An ex-
panded view. Topics in Language Disorders, 16(2), 14-29.
Chaney, C. (1992). Language development, metalinguistic skills, and print awareness
in 3-year-old children. Applied Psycholinguistics, 13(4), 485-514.
Edwards, P.A. (1995). Empowering low-income mothers and fathers to share books
with young children. The Reading Teacher, 48(7), 558-565.
Elbro, C. (1990). Sprogpsykologiske ársager til ordblindhed. Skolepsykologi, 27 (6),
427-447.
Fox, B. og Routh, D.K. (1984). Phonemic analysis and synthesis as word attack skills:
Revisited. Journal of Educational Psychology, 76,1059-1064.
Heath, S. B. (1984). Ways with words: Language, life and work in communities and class-
rooms. Cambridge, Cambridge University Press.
Ingibjörg Símonardóttir, Einar Guðmundsson, Sigurgrímur Skúlason og Sigríður
Pétursdóttir (1995). TOLD-2P. Málþroskapróf. Handbók. íslensk staðfærsla. Reykjavík,
Rannsóknastofnun uppeldis- og menntamála.
Ingibjörg Símonardóttir, Jóhanna Einarsdóttir og Amalía Björnsdóttir (2002). HLJÓM-
2 handbók. Reykjavík, höfundar.
Jorm, A.F., Share, D.L., Maclean, R. og Mathiews, R.G. (1984). Phonological recoding
skills and learning to read: A longitudinal study. Applied Psycholinguistics, 5,
201-207.
Liberman, I.Y., Shankweiler, D., Fischer, F.W. og Carter, B. (1974). Explicit syllable and
phoneme segmentation in the young child. Journal of Experimental Child Psychology,
18, 201-212.
Lundberg, I., Frost, J. og Petersen, O.P. (1988). Effects of an extensive program for
stimulating phonological awareness in preschool children. Reading Research
Quarterly, 23, 264-284.
Lyster, S.A.H. (1996). Linguistic knowledge and aivareness at agesfive and six in a sample
of children at risk of developmental dyslexia. Erindi flutt á The Sixth World Congress
of the World Association of Infant Health, Tampere, Finnlandi.
Magnusson, E. og Nauclér, K. (1993). Bedömning av spráklig medvetenhet hosförskole-
barn och skolbarn. Löddeköpinge, Pedagogisk Design.
28