Uppeldi og menntun - 01.01.2004, Page 90

Uppeldi og menntun - 01.01.2004, Page 90
FORSPÁRGILDI MÁLÞROSKAMÆUNGA Catts, H. W., Fey, M. E., Tomblin, J. B. og Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. ]ournal of Speech, Language and Hearing Research, 45(6), 1142-1157. Conti-Ramsden, G., Botting, N., Simkin, Z. og Knox, E. (2001). Follow-up of children attending infant language units: outcomes at 11 years of age. International Journal of Language & Communication Disorders, 36(2), 207-219. Ehri, C. L., Nunes S. R., Willows, D. M., Schuster, V. B., Yaghoub-Zadeh, Z. og Shanahan, T. (2001). Phonemic awareness instruction helps children to read: Evidence from National Reading Panel's meta-analysis Reading Research Quarterly, 36, 250-287. Freyja Birgisdóttir. (2003). The development of explicit phonological awareness and its relation to reading and spelling. Óbirt doktorsritgerð, University of Oxford. Guðrún Bjarnadóttir. (2003). The effects of phonological-awareness instruction on phonological awareness and reading skills. Óbirt doktorsritgerð, Pennsylvania State University. Ingibjörg Símonardóttir, Einar Guðmundsson, Sigurgrímur Skúlason og Sigríður Pétursdóttir. (1995). TOLD-2P Test of Language Development-2 Primary. Mál- þroskapróf Handbók íslensk staðfærsla. Reykjavík: Rannsóknastofnun uppeldis- og menntamála. Ingibjörg Símonardóttir, Jóhanna Einarsdóttir og Amalía Björnsdóttir. (2002). HLJÓM-2. Handbók: Reykjavík: Höfundar. Johnson, C. )., Beitchman, J. H., Young, A., Escobar, M., Atkinson, L., Wilson, B., Brownlie, E. B., Douglas, L., Taback, N., Lam, I. og Wang, M. (1999). Fourteen-year follow-up of children with and without speech/language impairments: speech/language stability and outcomes. Journal of Speech, Language and Hearing Research, 42(3), 744-760. Lundberg, I. (1998). Why is learning to read a hard task for some children? Scandinavian Journal of Psycliology, 39(3), 155-157. Lundberg I. (2002). The child's route into reading and what can go wrong. Dyslexia. 8(1), 1-13. Magnusson, E. og Naucler, K. (1990). Can preschool data predict language-disorder- ed children's reading and spelling at school? Folia Phoniatrica (Basel), 42(6), 277-282. National Research Council Committee on Prevention of Reading Difficulties in Young Children. (1998). Preventing Reading Difficulties in Young Children. Ritstjórar C. E. Snow, M. S. Burns og P. Griffin. Washington, DC: National Academy Press. Newcomer, P., L. og Hammill, D. (1988). TOLD-2P:Test of Language Development-2 Primary. Austin, TX: Pro-Ed. Plaza, M. (1997). Phonological impairment in dyslexic children with and without e- arly speech-language disorder. European Journal of Disorders of Communication, 32(2), 277-290. Silva, P. A., McGee, R. og Williams, S. M. (1983). Developmental language delay from three to seven years and its significance for low intelligence and reading difficulties at age seven. Developmental Medicine and Child Neurology, 25(6), 783-793. 88
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