Communicating Phonics - The Communication Trust

Communicating PhonicsAppendix 3 > References and bibliographyLeitao, S. & Fletcher, J. (2004).Literacy outcomes for students with speech impairment: long-term follow-up,International Journal of Language & Communication Disorders, vol. 39, no. 2.Leonard, L. B. (1998).Children with specific language impairment, Cambridge, MA: MIT PressLetts, C. A. & Reid, J. (1994).Using conversational data in the treatment of pragmatic disorder in children.Child Language Teaching and Therapy, vol. 10, pp. 1-22.Leybaert, J. & Charlier, B. (1996).Visual speech in the head: The effect of Cued Speech on rhyming,remembering, and spelling, Journal of Deaf Studies and Deaf Education, vol. 1,pp. 234-248.Leybaert, J. & Lechat, J. (2001).Variability in deaf children’s spelling: the effect of language experience, Journalof Educational Psychology, vol. 93, pp. 554-562.Locke, A., Ginsborg, J. & Peers, I (2002)Development and Disadvantage: Implications for the Early Years and Beyond,International Journal of Language and Communication Disorders, vol. 37, no. 1Locke A. and Ginsborg, J. (2003).Spoken Language in the Early Years: The cognitive and linguistic developmentof three to five year old children from socio-economically deprivedbackgrounds, Education and Child Psychology, vol.20, no. 4Locke A., Locke D. (2006).One Step at a Time, National Network ContinuumLundberg, I., Olofsson, A. & Petersen, O.P. (1988).Effects of an extensive program for stimulating phonological awareness in preschoolchildren, Reading Research Quarterly, vol. 23.Lundberg I. (2006).Early Language Development as Related to the Acquisition of Reading,European Review, vol. 14.Marschark & Mayer, (1998).Interactions of language and memory in deaf children and adults,Scandinavian Journal of Psychology, September, vol. 39, no. 3, pp 145–148,Metsala, J. & Walley, A. (1998).Spoken vocabulary growth and the segmental restructuring of lexicalrepresentations: precursors to phonemic awareness and early reading ability, InMetsala, J. & Ehri, L. (eds) Word recognition in the beginning of literacy. pp89-120., Mahwah, NJ: Lawrence Erlbraum Associates.Miller, J. F., Leddy, M. & Leavitt , L.A. (1999).Evaluating Communication to Improve Speech and Language Skills, In J.F.Miller, JF., Leddy, M & Leavitt, LA (eds), Improving the communication ofpeople with Down syndrome, Baltimore, MD: Paul Brookes PublishingMunro, N., Lee, K. & Baker, E. ( 2008).Building vocabulary knowledge and phonological awareness skills in childrenwith specific language impairment through hybrid language intervention:a feasibility study, International Journal of Language & CommunicationDisorders, vol. 43, no. 6.Nation, K. & Snowling, M. (1998).Individual Difference in Contextual Facilitation: Evidence from dyslexia andpoor reading comprehension, Child Development, vol. 69.Nation, K., Cooksey, J., Taylor, J., & Bishop, D. (2010).A longitudinal investigation of the early language and reading skills in childrenwith reading comprehension impairment, Journal of Child Psychology &Psychiatry, vol. 51, pp. 1031–1039.National Reading Panel. (2000).Teaching children to read: An evidence based assessment of the scientificresearch literature on reading and its implications for reading instruction,Washington DC: National Institute of Child Health and Human Development.Newman, S. & Elks, E. (1988).Working together: a joint phonology and reading programme, Child LanguageTeaching and Therapy, October, vol. 4, no. 3, pp. 297-310.Nicholls, G. (1979).Reception of key words in sentencesNicholls, G. & Ling, D. (1982).Cued Speech and the Reception of Spoken Language, Master’s Thesis, McGillUniversity, Montreal, (available from Gallaudet University). Summary, coauthoredby Dr. Daniel Ling, published in the Journal of Speech and HearingResearch, vol. 25, pp. 262-269.93