Uppeldi og menntun - 01.01.2004, Qupperneq 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