Uppeldi og menntun - 01.01.2013, Qupperneq 49

Uppeldi og menntun - 01.01.2013, Qupperneq 49
Uppeldi og menntUn/icelandic JoUrnal of edUcation 22(1) 2013 49 gUÐrún Þóranna Jónsdóttir og Jóhanna t. einarsdóttir Muter, V. (2006). The prediction and screening of children´s reading difficulties. Í M. J. Snowling og J. Stackhouse (ritstjórar), Dyslexia, speech and language: A practitioner´s handbook (2. útgáfa, bls. 54–73). London: Whurr. Oakhill, J. V., Cain, K. og Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443–468. Otto, B. (2010). Language development in early childhood (3. útgáfa). Upper Saddle River: Pearson. Pence, K. L., Justice, L. M. og Wiggins, A. K. (2008). Preschool teachers´ fidelity in implementing a comprehensive language-rich curriculum. Language, Speech, & Hearing Services in Schools, 39(3), 329–341. Reglugerð um sérfræðiþjónustu sveitarfélaga við leik- og grunnskóla og nemendaverndarráð í grunnskólum nr. 584/2010. Shaywitz, B. A., Shaywitz, S. E., Blachman, B. A., Pugh, K. R., Fulbright, R. K., Skudlarski, P. o.fl. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55(9), 926– 933. Sheridan, S. M., Knoche, L. L., Kupzyk, K. A., Edwards, C. P. og Marvin, C. A. (2011). A randomized trial examining the effects of parent engagement on early language and literacy: The Getting Ready intervention. Journal of School Psychology, 49(3), 361–383. Snow, C. E., Burns, M. S. og Griffin, P. (1998). Preventing reading difficulties in young children. Washington: National Academy Press. Snowling M. J. og Hulme C. (2011). Evidence-based interventions for reading and lan- guage difficulties: Creating a virtuous circle. British Journal of Educational Psychol- ogy, 81(1), 1–23. Torgesen, J. K. (2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. Í A. Fawcett (ritstjóri), Dyslexia: Theory and good practice (bls.185–202). London: Whurr. Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychol- ogy, 40(1), 7–26. Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T. og Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91(4), 579–593. Tryggvi Sigurðsson. (2003). Snemmtæk íhlutun: Markmið og leiðir. Sótt 12. ágúst 2012 af http://www.greining.is/media/banner/Snemmtaek%20ihlutun.pdf Tryggvi Sigurðsson. (2008). Snemmtæk íhlutun – yfirlit og áherslur. Í Bryndís Hall- dórsdóttir, Jóna G. Ingólfsdóttir, Stefán J. Hreiðarsson og Tryggvi Sigurðsson (ritstjórar), Þroskahömlun barna: Orsakir – eðli – íhlutun (bls. 119–125). Reykjavík: Háskólaútgáfan. Vellutino, F. R., Fletcher, J.M., Snowling, M. J. og Scanlon, D. M. (2004). Specific read- ing disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40.
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