19.2531, TOC: Reading and Writing 21/4 (2008)

[LINGUIST Network]

LINGUIST List: Vol-19-2531. Mon Aug 18 2008. ISSN: 1068 - 4875.

Subject: 19.2531, TOC: Reading and Writing 21/4 (2008)

Moderators: Anthony Aristar, Eastern Michigan U <aristar at linguistlist.org>
            Helen Aristar-Dry, Eastern Michigan U <hdry at linguistlist.org>
 
Reviews: Randall Eggert, U of Utah  
         <reviews at linguistlist.org> 

Homepage: http://linguistlist.org/

The LINGUIST List is funded by Eastern Michigan University, 
and donations from subscribers and publishers.

Editor for this issue: Fatemeh Abdollahi <fatemeh at linguistlist.org>
================================================================  


===========================Directory==============================  

1)
Date: 18-Aug-2008
From: Jasper de Vaal < jasper.devaal at springer.com >
Subject: Reading and Writing Vol 21, No 4 (2008)

 

	
-------------------------Message 1 ---------------------------------- 
Date: Mon, 18 Aug 2008 10:42:34
From: Jasper de Vaal [jasper.devaal at springer.com]
Subject: Reading and Writing Vol 21, No 4 (2008)
E-mail this message to a friend:
http://linguistlist.org/issues/emailmessage/verification.cfm?iss=19-2531.html&submissionid=187197&topicid=11&msgnumber=1  


Publisher:	Springer
			http://www.springer.com 			
			
Journal Title:  Reading and Writing 
Volume Number:  21 
Issue Number:  4 
Issue Date:  2008 


Main Text:  

Recent developments in reading intervention research: Introduction to the
special issue 
Author(s) William E. Tunmer 
http://dx.doi.org/10.1007/s11145-007-9108-4
Pages  299-316  
 
A synthesis of fluency interventions for secondary struggling readers 
Author(s) Jade Wexler, Sharon Vaughn, Meaghan Edmonds and Colleen Klein Reutebuch 
http://dx.doi.org/10.1007/s11145-007-9085-7
Pages  317-347  
 
Explicit instruction in phonemic awareness and phonemically based decoding
skills as an intervention strategy for struggling readers in whole language
classrooms 
Author(s) Janice F. Ryder, William E. Tunmer and Keith T. Greaney 
http://dx.doi.org/10.1007/s11145-007-9080-z
Pages  349-369  
 
Contextual effects on predicting risk for reading difficulties in first and
second grade 
Author(s) Barbara R. Foorman, Mary York, Kristi L. Santi and David Francis 
http://dx.doi.org/10.1007/s11145-007-9079-5
Pages  371-394  
 
Training reading and phoneme awareness skills in children with Down syndrome 
Author(s) Kristina Goetz, Charles Hulme, Sophie Brigstocke, Julia M. Carroll,
Louise Nasir and M. Snowling 
http://dx.doi.org/10.1007/s11145-007-9089-3
Pages  395-412  
 
Making "secondary intervention" work in a three-tier
responsiveness-to-intervention model: findings from the first-grade longitudinal
reading study of the National Research Center on Learning Disabilities 
Author(s) Douglas Fuchs, Donald L. Compton, Lynn S. Fuchs, Joan Bryant and G.
Nicole Davis 
http://dx.doi.org/10.1007/s11145-007-9083-9
Pages  413-436  
 
Using response to kindergarten and first grade intervention to identify children
at-risk for long-term reading difficulties 
Author(s) Frank R. Vellutino, Donna M. Scanlon, Haiyan Zhang and Christopher
Schatschneider 
http://dx.doi.org/10.1007/s11145-007-9098-2
Pages  437-480 


Linguistic Field(s): Cognitive Science
                     Phonetics
                     Applied Linguistics
                     Neurolinguistics
                     Psycholinguistics






-----------------------------------------------------------
LINGUIST List: Vol-19-2531