Jack M. Fletcher, University of Texas; G. Reid Lyon, National Institutes of Health; Marcia Barnes, University of Toronto; Karla K. Stuebing, University of Texas; David J. Francis, University of Houston; Richard K. Olson, University of Colorado; Sally E. Shaywitz, Bennett A. Shaywitz, Yale University
Learning Disabilities Summit: Building a Foundation for the Future White Papers
This paper is available in alternative formats: | Download Word | Download pdf |
Pages: | 1 | 2 | 3 | 4 | 5 | 6 | 7 |
Aaron, P. G. (1997). The impending demise of the discrepancy formula. Review of Educational Research, 67, 461-502.
Ackerman, P. T. & Dykman, R. A. (1995). Reading-disabled students with and without comorbid arithmetic disability. Developmental Neuropsychology, 11, 351-371.
Adams, M. J. (1990). Beginning to read. Cambridge, MA: MIT Press.
Algozzine, B., Ysseldyke, J. E., & McGue, M. (1995). Differentiating low-achieving students: Thoughts on setting the record straight. Learning Disabilities Research, 10, 140-144.
Ashcraft, M. H. (1992). Cognitive arithmetic: A review of data and theory. Cognition, 44, 75-106.
Badian, N. A., (1999). Reading disability defined as a discrepancy between listening and reading comprehension: A longitudinal study of stability, gender differences, and prevalence. Journal of Learning Disabilities, 32, 138-148.
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121, 65.
Barnes, M. A., & Dennis, M. (1992). Reading in children and adolescents after early onset hydrocephalus and in normally developing age peers: Phonological analysis, word recognition, word comprehension, and passage comprehension skills. Journal of Pediatric Psychology, 17, 445-465.
Barnes, M. A., & Dennis, M. (1996). Reading comprehension deficits arise from diverse sources: Evidence from readers with and without developmental brain pathology. In C. Cornoldi and J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 251-278). Mahwah, NJ: Lawrence Erlbaum Assoc.
Barnes, M. A., Dennis, M., & Wilkinson, M. (1999). Reading after closed head injury in childhood: Effects on accuracy, fluency, and comprehension. Developmental Neuropsychology, 15, 1-24.
Barnes, M. A., Pengelly, S., Dennis, M., Wilkinson, M., Rogers, T., & Faulkner, H. (in press). Mathematics skills in good readers with hydrocephalus. Journal of the International Neuropsychological Society.
Berninger, V., & Graham, S. (1998). Language by hand: A synthesis of a decade of research in handwriting. Handwriting Review, 12, 11-25.
Bisanz, J., Morrison, F. J., & Dunn, M. (1995). Effects of age and schooling on the acquisition of elementary quantitative skills. Developmental Psychology, 31, 221-236.
Cain, K., & Oakhill, J. V. (1999). Inference making and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11, 489-503.
Cain, K., Oakhill, J. V., & Bryant, P. (2000). Phonological skills and comprehension failures: A test of the phonological processing deficits hypothesis. Reading and Writing, 13, 31-56.
Cataldo, M. G., & Cornoldi, C. (1998). Self-monitoring in poor and good reading comprehenders and their use of strategy. British Journal of Developmental Psychology, 16, 155-165.
Clements, S. D. (1966). Minimal brain dysfunction in children. NINDB Monograph No. 3. Washington DC: U.S. Department of Health, Education, and Welfare.
Cohen, J. (1983). The cost of dichotomization. Applied Psychological Measurement, 7, 249-253.
Cornoldi, C., DeBeni, R., & Pazzaglia, F. (1996). Profiles of reading comprehension difficulties: An analysis of single cases. In C. Cornoldi and J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 113-136). Mahwah, NJ: Lawrence Erlbaum Assoc.
Critchley, M. (1970). The dyslexic child. Springfield, IL: Charles C. Thomas.
Cunningham, A. E., & Stanovich, K. E. (1998). What reading does for the mind. American Educator, 4, 8-15.
Dehaene, S. (1992). Varieties of numerical abilities. Cognition, 44, 1-42.
Dehaene, S. (1999). Fitting two languages into one brain. Brain, 122, 2207-2208.
Dehaene, S., Spelke, E., Pinel, P., Stanescu, R., & Tsiukin, S. (1999). Sources of mathematical thinking: Behavioral and brain-injury evidence. Science, 284, 970-974.
Doris, J. (1993). Defining learning disabilities: A history of the search for consensus. In G. R. Lyon, D. B. Gray, J. F. Cavanaugh, & N. A. Krasnegor (Eds.), Better understanding learning disabilities (pp. 97-116). Baltimore: Paul H. Brookes.
Filipek, P. (1996). Structural variations in measures in the developmental disorders. In R. Thatcher, G. Lyon, J. Rumsey, N. Krasnegor (Eds.), Developmental neuroimaging: Mapping the development of brain and behavior (pp. 169-186). San Diego, CA: Academic Press.
Fletcher, J. M. (1985). Memor for verbal and nonverbal stimuli in learning disability subgroups: Analyis by selective reminding. Journal of Experimental Child Psychology, 40, 244-259.
Fletcher, J. M., Foorman, B. R., Shaywitz, S. E., & Shaywitz, B. A. (1999). Conceptual and methodological issues in dyslexia research: A lesson for developmental disorders. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders (pp. 271-306). Cambridge, MA: MIT Press.
Fletcher, J. M., Francis, D. J., Rourke, B. P., Shaywitz, B. A., & Shaywitz, S. E. (1993). Classification of learning disabilities: Relationships with other childhood disorders. In G. R. Lyon, D. Gray, J. Kavanagh, & N. Krasnegor (Eds.), Better understanding learning disabilities (pp. 27-55). New York: Paul H. Brookes.
Fletcher, J. M., Francis, D. J., Shaywitz, S. E., Lyon, G. R., Foorman, B. R., Stuebing, K. K., et al. (1998). Intelligent testing and the discrepancy model for children with learning disabilities. Learning Disabilities Research & Practice, 13, 186-203.
Fletcher, J. M., Francis, D. J., Stuebing, K. K., Shaywitz, B. A., Shaywitz, S. E., Shankweiler, D. P., et al. (1996). Conceptual and methodological issues in construct definition. In G. R. Lyon and N. A. Krasnegor (Eds.), Attention, memory, and executive functions (pp. 17-42). Baltimore: Paul H. Brookes.
Foorman, B. R., Francis, D. J., Beeler, T., Winikates, D., & Fletcher, J. M. (1997). Early interventions for children with reading problems: Study designs and preliminary findings. Learning Disabilities, 8, 63-71.
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37-55.
Francis, D. J., Fletcher, J. M., Shaywitz, B. A., Shaywitz, S. E., & Rourke, B. P. (1996). Defining learning and language disabilities: Conceptual and psychometric issues with the use of IQ tests. Language, Speech, and Hearing Services in Schools, 27, 132-143.
Francis, D. J., Shaywitz, S. E., Stuebing, K. K., Shaywitz, B. A., & Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal individual growth curves analysis. Journal of Educational Psychology, 88, 3-17.
Frankenberger, W., & Fronzaglio, K. (1991). A review of states' criteria for identifying children with learning disabilities. Journal of Learning Disabilities, 24, 495-500.
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Lipsey, M. E. (2000a). Reading differences between low-achieving students with and without learning disabilities: A meta-analysis. In R. Gersten, E. P. Schiller, & S. Vaughn, Contemporary special education research (pp. 105-136). Mahwah, NJ: Lawrence Erlbaum Assoc.
Fuchs, D., Fuchs, L. S., Mathes, P. G., Lipsey, M. E., & Eaton, S. (2000b). A meta-analysis of reading differences between underachievers with and without the disability label: A brief report. Learning Disabilities, 10, 1-4.
Galaburda, A. M. (1993). The planum temporale. Archives of Neurology, 50, 457.
Geary, D. C. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 114, 345-362.
Geary, D. C. (1994). Children's mathematical development: Research and practical applications. Washington, DC: American Psychological Association.
Geary, D. C., Bow-Thomas, C. C., & Yao, Y. (1992). Counting knowledge and skill in cognitive addition: A comparison of normal and mathematically disabled children. Journal of Experimental Child Psychology, 54, 362-391.
Geary, D. C., Brown, S. C., & Samaranayake, V. A. (1991). Cognitive addition: A short longitudinal study of strategy choice and speed-of-processing differences in normal and mathematically disabled children. Developmental Psychology, 27, 787-797.
Geary, D. C., Fan, L., & Bow-Thomas, C. C. (1992). Numerical cognition: Loci of ability differences comparing children from China and the United States. Psychological Science, 3, 180-185.
Geary, D. C., Hoard, M. K., & Hamson, C. O. (1999). Numerical and arithmetical cognition: Patterns of functions and deficits in children at risk for a mathematical disability. Journal of Experimental Child Psychology, 74, 213-239.
Gelman, R., & Gallistel, C. R. (1978). The child's understanding of number. Cambridge, MA: Harvard University Press.
Ginsburg, H. P., Klein, A., & Starkey, P. (1998). The development of children's mathematical thinking: Connecting research with practice. In W. Damon (Series Ed.), I. E. Siegel, & K. A. Renninger (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (5th ed., pp. 401-476). New York: John Wiley & Sons.
Goldman, S. R., Pellegrino, J. W., & Mertz, D. L. (1988). Extended practice of basic addition facts: Strategy changes in learning-disabled students. Cognition and Instruction, 5, 223-265.
Graham, S., & Harris, K. R. (2000). Helping children who experience reading difficulties: Prevention and intervention. In L. Baker, J. Dreher, & J. Guthrie (Eds.), Engaging young readers: Promoting achievement and motivation (pp. 43-67). New York: Guilford Press.
Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write: Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620-633.
Gresham, F. M., MacMillan, D. L., & Bocian, K. M. (1996). Learning disabilities, low achievement, and mild mental retardation: More alike than different? Journal of Learning Disabilities, 29, 570-581.
Hart, B., & Risley, T. R. (1999). Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.
Hatcher, P., & Hulme, C. (1999). Phonemes, rhymes, and intelligence as predictors of children's responsiveness to remedial reading instruction. Journal of Experimental Child Psychology, 72, 130-153.
Hoskyn, M., & Swanson, H. L (2000). Cognitive processing of low achievers and children with reading disabilities: A selective meta-analytic review of the published literature. The School Psychology Review, 29, 102-119.
Jordan, N. C., & Hanich, L. B. (2000). Mathematical thinking in second-grade children with different forms of LD. Journal of Learning Disabilities, 33, 567-578.
Jordan, N. C., Levine, S. C., & Huttenlocher, J. (1995). Calculation abilities in young children with different patterns of cognitive functioning. Journal of Learning Disabilities, 28, 53-64.
Jorm, A. F., Share, D. L., Matthews, M., & Matthews, R. (1986). Cognitive factors at school entry predictive of specific reading retardation and general reading backwardness: A research note. Journal of Child Psychology and Psychiatry, 27, 45-54.
Kavale, K. A. (1988). Learning disability and cultural disadvantage: The case for a relationship. Learning Disability Quarterly, 11, 195-210.
Kavale, K. A. (1995). Setting the record straight on learning disability and low achievement: The tortuous path of ideology. Learning Disabilities Research & Practice, 10, 145-152.
Kavale, K. A., & Forness, S. R. (1994). Learning disabilities and intelligence: An uneasy alliance. In T. E. Scruggs & M. M. Mastropieri (Eds.), Advances in learning and behavioral disabilities (pp. 1-63). Greenwich, CT: Jai Press.
Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don't say: A critical analysis. Journal of Learning Disabilities, 33, 239-256.
Kavale, K. A., Fuchs, D., & Scruggs, T. E. (1994). Setting the record straight on learning disability and low achievement: Implications for policymaking. Learning Disabilities Research & Practice, 9, 70-77.
Kavale, K. A., & Reese, J. H. (1992). The character of learning disabilities: An Iowa profile. Learning Disability Quarterly, 15, 74-94.
Kellam, S. G., Rebok, G. W., Mayer, L. S., Ialongo, N., & Kalodner, C. R. (1994). Depressive symptoms over first grade and their response to a developmental epidemiologically based preventive trial aimed at improving achievement. Development and Psychopathology, 6, 463-481.
Kirk, S. A. (1962). Educating exceptional children. Boston: Houghton Mifflin.
LeFevre, J. (2000). Research on the development of academic skills: Introduction to the special issue on early literacy and early numeracy. Canadian Journal of Experimental Psychology, 54, 57-60.
Lerner, J. (1989). Educational intervention in learning disabilities. Journal of the American Academy of Child and Adolescent Psychiatry, 28, 326-331.
Lukatela, G., & Turvey, M. T. (1998). Reading in two alphabets. American Psychologist, 53, 1057-1072.
Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-30.
Lyon, G. R. (1996). The future of children: Special education for students with disabilities. Learning Disabilities, 6, 54-76.
Lyon, G. R., Fletcher, J. M., Shaywitz, S. E., Shaywitz, B. A., Wood, F. B., Schulte, A., et al. (2001). Rethinking learning disabilities. In C. E. Finn, Jr., R. A. J. Rotherham, & C. R. O'Hokanson, Jr. (Eds.), Rethinking special education for a new century. Washington, DC: Thomas B. Fordham Foundation and Progressive Policy Institute.
MacMillan, D. L., Siperstein, G. N., & Gresham, F. M. (1996). Mild mental retardation: A challenge to its viability as a diagnostic category. Exceptional Children, 62, 356-371.
McFadden, G. T. (1990). Determination of the subtypal composition of several samples of learning disabled children selected on the basis of WISC FSIQ IQ level: A neuropsychological, multivariate approach. Unpublished doctoral dissertation, University of Windsor, Ontario, Canada.
McLean, J. F., & Hitch, G. J. (1999). Working memory impairments in children with specific arithmetic learning difficulties. Journal of Experimental Child Psychology, 74, 240-260.
Mercer, C. D., Jordan, L., Allsop, D. H., & Mercer, A. R. (1996). Learning disabilities definitions and criteria used by state education departments. Learning Disability Quarterly, 19, 217-232.
Morris, R., & Fletcher, J. M. (1988) Classification in neuropsychology: A theoretical framework and research paradigm. Journal of Clinical and Experimental Neuropsychology, 10, 640-658.
Morris, R. D., Stuebing, K. K., Fletcher, J. M., Shaywitz, S. E., Lyon, G. R., Shankweiler, D. P., et al. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347-373.
Morrison, S. R., & Siegel, L. S. (1991). Arithmetic disability: Theoretical considerations and empirical evidence for this subtype. In L. V. Feagans, E. J. Short, & L. J. Meltzer (Eds.), Subtypes of learning disabilities: Theoretical perspectives and research. (pp. 189-208). Hillsdale, NJ: Lawrence Erlbaum Assoc.
Nation, K., Adams, J. W., Bowyer-Crane, A., & Snowling, M. J. (1999). Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of Experimental Child Psychology, 73, 139-158.
Nation, K., & Snowling, M. J. (1998). Semantic processing and the development of word-recognition skills: Evidence from children with reading comprehension difficulties. Journal of Memory and Language, 37, 85-101.
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.
National Joint Committee on Learning Disabilities (1988). Letter to NJCLD member organizations.
Nunes, T., & Bryant, P. (1996). Children doing mathematics. Oxford, England: Blackwell.
Oakhill, J. (1993). Children's difficulties in reading comprehension. Educational Psychology Review, 5, 1-15.
Oakhill, J. V., Cain, K., & Bryant, P. E. (in press). The dissociation of single-word and text comprehension: Evidence from component skills. Language and Cognitive Processes.
Oakhill, J. V., Yuill, N., & Parkin, A. (1986). On the nature of the difference between skilled and less-skilled comprehenders. Journal of Research in Reading, 9, 80-91.
Olson, R. K., Forsberg, H., Gayan, J., & DeFries, J. C. (1999). A behavioral-genetic analysis of reading disabilities and component processes. In R. M. Klein & P. A. McMullen (Eds.), Converging methods for understanding reading and dyslexia (pp. 133-153). Cambridge, MA: MIT Press.
Onatsu-Arvilommi, T., & Nurmi, J. E. (2000). The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. Journal of Educational Psychology, 92, 478-491.
Pennington, B. F. (1999). Dyslexia as a neurodevelopmental disorder. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders (pp. 307-330). Cambridge, MA: MIT Press.
Pennington, B. F., Gilger, J. W., Olson, R. K., & DeFries, J. C. (1992). External validity of age versus IQ discrepant definitions of reading disability: Lessons from a twin study. Journal of Learning Disabilities, 25, 639-654.
Perfetti, C. A. (1985) Reading ability. New York: Oxford University Press.
Perfetti, C. A., Marron, M. A., & Folz, P. W. (1996). Sources of comprehension failure: Theoretical perspectives and case studies. In C. Cornoldi and J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 137-166). Mahwah, NJ: Lawrence Erlbaum Assoc.
Rasanen, P. P., & Ahonen, T. (1995). Arithmetic disabilities with and without reading difficulties: A comparison of arithmetic errors. Developmental Neuropsychology, 11, 275-295.
Robinson, N. M., Zigler, E., & Gallagher, J. J. (2000). Two tails of the normal curve: Similarities and differences in the study of mental retardation and giftedness. American Psychologist, 55, 1413-1424.
Rodgers, B. (1983). The identification and prevalence of specific reading retardation. British Journal of Educational Psychology, 53, 369-373.
Rourke, B. P. (1993). Arithmetic disabilities specific and otherwise: A neuropsychological perspective. Journal of Learning Disabilities, 26, 214-226.
Rutter, M. (1982). Syndromes attributed to "minimal brain dysfunction" in childhood. American Journal of Psychiatry, 139, 21-33.
Rutter, M. (1989). Isle of Wight revisited: Twenty-five years of child psychiatric epidemiology. Journal of the American Academy of Child and Adolescent Psychiatry, 29, 633-653.
Rutter, M., & Yule, W. (1975). The concept of specific reading retardation. Journal of Child Psychology and Psychiatry, 16, 181-197.
Sattler, J. M. (1993). Assessment of children's intelligence and special abilities. New York: Allyn and Bacon.
Satz, P., & Fletcher, J. M. (1980). Minimal brain dysfunctions: An appraisal of research concepts and methods. In H. Rie & E. Rie (Eds.), Handbook of minimal brain dysfunctions: A critical view (pp. 669-715). New York: Wiley Interscience Series.
Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K., Fletcher, J., Brady, S., et al. (1999). Comprehension and decoding: Patterns of association in children with reading difficulties. Scientific Studies of Reading, 3, 69-94.
Share, D. L., McGee, R., & Silva, P. A. (1989). I.Q. and reading progress: A test of the capacity notion of I.Q. Journal of the American Academic of Child and Adolescent Psychiatry, 28, 97-100.
Share, D. L., McGee, R., & Silva, P. A. (1991). The authors reply. Journal of the American Academy of Child and Adolescent Psychiatry, 30, 697.
Shaywitz, B. A., Fletcher, J. M., & Shaywitz, S. E. (1997). Attention-Deficit/Hyperactivity Disorder. In K. F. Swaiman & S. Ashwal (Eds.), Pediatric neurology: Principles & practice (pp. 585-597). St. Louis: C.V. Mosby.
Shaywitz, B. A., Holford, T. R., Holahan, J. M., Fletcher, J. M., Stuebing, K. K., Francis, D. J., et al. (1995). A Matthew effect for IQ but not for reading: Results from a longitudinal study. Reading Research Quarterly, 30, 894-906.
Shaywitz, S. E. (1996). Dyslexia. Scientific American, 275, 98-104.
Shaywitz, S. E., Escobar, M. D., Shaywitz, B. A., & Fletcher, J. M., & Makuch, R. (1992). Distribution and temporal stability of dyslexia in an epidemiological sample of 414 children followed longitudinally. New England Journal of Medicine, 326, 145-150.
Shaywitz, S. E., Pugh, K. R., Jenner, A. R., Fulbright, R. K., Fletcher, J. M., Gore, J. C., et al. (2000). The neurobiology of reading and reading disability (dyslexia). In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III; pp. 229-249). Mahwah, NJ: Lawrence Erlbaum Assoc.
Siegel, L. S. (1992). Dyslexic vs. poor readers: Is there a difference? Journal of Learning Disabilities, 25, 618-629.
Siegler, R. S., & Shrager, J. (1984). Strategy choices in addition and subtraction: How do children know what to do? In C. Sophian (Ed.), Origins of cognitive skills (pp. 229-293). Hillsdale, NJ: Lawrence Erlbaum Assoc.
Silva, P. A., McGee, R., & Williams, S. (1985). Some characteristics of nine-year-old boys with general reading backwardness or specific reading retardation. Journal of Child Psychology and Psychiatry, 20, 407-421.
Skinner, H. A. (1981). Toward the integration of classification theory and methods. Journal of Abnormal Psychology, 90, 68-87.
Slavin, R. E., Karweit, N. L., & Madden, N. A. (1989). Effective programs for students at risk. Boston: Allyn & Bacon.
Snow, C., Burns, M. S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
Stanovich, K. E. (1991). Discrepancy definitions of reading disability: Has intelligence led us astray? Reading Research Quarterly, 26, 1-29.
Stanovich, K. E. (1993). The construct validity of discrepancy definitions of reading disability. In G. R. Lyon, D. B. Gray, J. F. Kavanagh, & N. A. Krasnegor (Eds.), Better understanding learning disabilities (pp. 273-308). Baltimore: Paul H. Brooks.
Sternberg, R. J. (1991). Are we reading too much into reading comprehension tests? Journal of Reading, 34, 540-545.
Stevenson, J. (1988). Which aspects of reading disability show a "hump" in their distribution? Applied Cognitive Psychology, 2, 77-85.
Stothard, S. E., & Hulme, C. (1992). Reading comprehension difficulties in children: The role of language comprehension and working memory skills. Reading and Writing, 4, 245-256.
Stothard, S. E., & Hulme, C. (1996). A comparison of reading comprehension and decoding difficulties in children. In C. Cornoldi and J. Oakhill (Eds.), Reading comprehension difficulties: Processes and intervention (pp. 93-112). Mahwah, NJ: Lawrence Erlbaum Assoc.
Stuebing, K. K., Fletcher, J. M., LeDoux, J. M., Lyon, G. R., Shaywitz, S. E., & Shaywitz, B. A. (in press). Validity of IQ-discrepancy classifications of reading disabilities: A meta-analysis. American Educational Research Journal.
Swanson, H. L. (1999). Reading research for students with LD: A meta-analysis of intervention outcomes. Journal of Learning Disabilities, 32, 504-532.
Swanson, H. L., & Siegel, L. (in press). Learning disabilities as a working memory deficit. Issues in Education.
Tager-Flusberg, H., & Cooper, J. (1999). Present and future possibilities for defining a phenotype for specific language impairment. Journal of Speech, Language, and Hearing Research, 42, 1275-1278.
Tannock, R., Martinussen, R., & Frijters, J. (2000). Naming speed performance and stimulant effects indicate effortful, semantic processing deficits in attention-deficit/hyperactivity disorder. Journal of Abnormal Child Psychology, 28, 237-252.
Taylor, H. G., & Fletcher, J. M. (1983) Biological foundations of specific developmental disorders: Methods, findings, and future directions. Journal of Child Clinical Psychology, 12, 46-65.
Tomblin, J. B., & Zhang, X. (1999). Language patterns and etiology in children with specific language impairment. In H. Tager-Flusberg (Ed.), Neurodevelopmental disorders (pp. 361-382). Cambridge, MA: MIT Press.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, J., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-594.
U.S. Department of Education (1999). 34 CFR Parts 300 and 303, Assistance to the states for the education of children with disabilities and the early intervention program for infants and toddlers with disabilities; final regulations. Federal Register, 64(48), 12406-12672.
U.S. Office of Education (1968). First annual report of the National Advisory Committee on Handicapped Children. Washington, DC: U.S. Department of Health, Education, and Welfare.
U.S. Office of Education (1977). Assistance to states for education for handicapped children: Procedures for evaluating specific learning disabilities. Federal Register, 42, G1082-G1085.
van der Wissell, A., & Zegers, F. E. (1985). Reading retardation revisited. British Journal of Developmental Psychology, 3, 3-9.
Vellutino, F. R. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.
Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000). Differentiating between difficult-to-remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition for reading disability. Journal of Learning Disabilities, 33, 223-238.
Waber, D. P., Wolff, P. H., Forbes, P. W., & Weiler, M. D. (in press). Rapid automatized naming in children referred for evaluation of heterogeneous learning problems: How specific are naming speed deficits to reading disability? Child Neuropsychology.
Wadsworth, S. J., Olson, R. K., Pennington, B. F., & DeFries, J. C. (2000). Differential genetic etiology of reading disability as a function of IQ. Journal of Learning Disabilities, 33, 192-199.
White, J. L., Moffitt, T. E., & Silva, P. A. (1992). Neuropsychological and socio-emotional correlates of specific-arithmetic disability. Archives of Clinical Neuropsychology, 7, 1-16.
Wechsler, D. (1974). Manual for the Wechsler Intelligence Scale for Children-Revised. San Antonio, TX: Psychological Corp.
Whitehurst, G., & Lonigan, C. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
Whitehurst, G. J., & Massetti, G. (in press). How well does Head Start prepare children to learn to read. In E. Zigler & S. J. Styfco (Eds.), The Head Start Debates (Friendly and Otherwise). New Haven: Yale University Press.
Wise, B. W., Ring, J., & Olson, R. K. (1999). Training phonological awareness with and without attention to articulation. Journal of Experimental Child Psychology, 72, 271-304.
Wolf, M., & Bowers, P. G. (1999). The double deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.
Wolf, M., Bowers, P. G., & Biddle, K. (2001). Naming-speed processes, timing, and reading: A conceptual review. Journal of Learning Disabilities, 33, 387-407.
Wood, F. B., Flowers, L., Buchsbaum, M., & Tallal, P. (1991). Investigation of abnormal left temporal functioning in dyslexia through rCBF, auditory evoked potentials, and positron emission tomography. Reading and Writing: An Interdisciplinary Journal, 3, 379-393.
Woodcock, R. W., & Johnson, M. B. (1979). Woodcock-Johnson Psycho-Educational Test Battery. Boston: Teaching Resources.
Ysseldyke, J. E., Algozzine, B., Shinn, M. R., & McGue, M. (1982). Similarities and differences between low achievers and students classified learning disabled. The Journal of Special Education, 16, 73-85.