Joseph R. Jenkins, University of Washington & Rollanda E. O'Connor, University of Pittsburgh
Learning Disabilities Summit: Building a Foundation for the Future White Papers
This paper is available in alternative formats: | Download Word | Download pdf |
Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Allington, R. L., & Woodside-Jiron, H. (1998). Decodeable text in beginning reading: Are mandates and policy based on research? ERS Spectrum, 16, 2, 3-11.
Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 27, 334-345.
Baddeley, A. (1986). Working memory. New York: Oxford University Press.
Badian, N. A. (1993). Phonemic awareness, naming, visual symbol processing, and reading. Reading and Writing: An Interdisciplinary Journal, 5, 87-100.
Badian, N. A. (1994). Preschool prediction: Orthographic and phonological skills, and reading. Annals of Dyslexia, 44, 3-25.
Badian, N. A. (1998). A validation of the role of preschool phonological and orthographic skills in the prediction of reading. Journal of Learning Disabilities, 31, 472-481.
Ball, E. W., & Blachman, B. A. (1991). Does phoneme segmentation training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.
Baumann, J. F., Hoffman, J. V., Duffy-Hester, A. M., & Ro, A. M. (2000). The first R yesterday and today: U.S. elementary reading instruction practices reported by teachers and administrators. Reading Research Quarterly, 35, 338-377.
Becker, W. C., & Gersten, R. (1982). A follow-up of Follow-Through: The later effects of the direct instruction model on children in fifth and sixth grades. American Educational Research Journal, 19, 75-92.
Berninger, V. (1986). Normal variation in reading acquisition. Perceptual and Motor Skills, 62, 691-716.
Berninger, V. (1998). Process assessment of the learner: Guides for intervention and Talking Letters Teacher Guide. San Antonio, TX: Psychological Corporation.
Berninger, V., Abbott, R., Brooksher, R., Lemos, Z., Ogier, S., Zook, D., & Mostafapour, E. (2000). A connectionist approach to making the predictability of English orthography explicit to at-risk beginning readers: Evidence for alternative, effective strategies. Developmental Neuropsychology, 17, 241-271.
Blachman, B. A., Ball, E. W, Black, R. S., & Tangel, D. M. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms. Does it make a difference? Reading and Writing, 6, 1-18.
Blachman, B. A., Tangel, D. M., Ball, E. W., Black, R., & McGraw, C. K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11, 239-273.
Bond, G., & Dykstra, R. (1967). The cooperative research program in first-grade reading instruction. Reading Research Quarterly, 2, 5-142.
Bowers, P. G., & Swanson, L. B. (1991). Naming speed deficits in reading ability: Multiple measures of a singular process. Journal of Experimental Child Psychology, 51, 195-219.
Bowey, J. A., & Patel, R. K. (1988). Metalinguistic ability and early reading achievement. Applied Psycholinguistics, 9, 367-383.
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
Bradley, L., & Bryant, P. E. (1985). Rhyme and reason in reading and spelling. International Academy for Research in Learning Disabilities Monograph Series No. 1. Ann Arbor: University of Michigan Press.
Brophy, J. (2000). Beyond Balance: Goal awareness, developmental progressions, tailoring to the context, and supports for teachers in ideal reading and literacy programs. In B. M. Taylor, M. G. Graves, & P. van den Broek (Eds.), Reading for Meaning (pp. 170-192). New York: Teachers College Press.
Brown, A. L., & Smiley, S. S. (1977). Rating the importance of structural units of prose passages: A problem of meta-cognitive development. Child Development, 48, 1-8.
Bus, A. G., & Van Ijzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403-414.
Byrne, B., & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children. Journal of Educational Psychology, 83, 451-455.
Byrne, B., & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. Journal of Educational Psychology, 85, 104-111.
Byrne, B., & Fielding-Barnsley, R. (1995). Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. Journal of Educational Psychology, 87, 488-503.
Carnine, D., Silbert, J., & Kame'enui, E. (1997). Direct instruction reading (3rd ed.). New York: Merrill.
Catts, H. (1991). Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired children. Annals of Dyslexia, 41, 163-177.
Chall, J. S. (1967). Learning to read: The great debate. New York: McGraw-Hill.
Chall, J. S. (1996). Stages of reading development. (2nd ed.). Fort Worth, TX: Harcourt-Brace.
Coleman, J. M., & Dover, G. M. (1993). The RISK Screening Test: Using kindergarten teachers' ratings to predict future placement in resource classrooms. Exceptional Children, 59, 468-477.
Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing. London: Academic Press.
Compton, D. L. (2000). Modeling the response of normally achieving and at-risk first-grade children to word reading instruction. Annals of Dyslexia, 50, 53-84.
Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444.
deBettencourt, L., & Zigmond, N. (1990). The learning disabled secondary school dropout: What teachers should know. What teachers can do. Teacher Education and Special Education, 13, 17-20.
deBettencourt, L., Zigmond, N., & Thornton, H. (1989). Follow-up of postsecondary-age rural learning disabled graduates and dropouts. Exceptional Children, 56, 40-49.
Deshler, D., Schumaker, J., Alley, G., Warner, M., & Clark, F. (1982). Learning disabilities in adolescent and young adult populations: Research implications. Focus on Exceptional Children, 15, 1-12.
Doi, L. M., & Manis, F. R. (1996, April). The impact of speeded naming ability on reading performance. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, New York.
Dowhower, S. L. (1987). Effects of repeated reading on second-grade transitional readers' fluency and comprehension. Reading Research Quarterly, 22, 389-406.
Ehri, L. C. (1979). Linguistic insight: Threshold of reading acquisition. In T. Waller & G. MacKinnon (Eds.), Reading research: Advances in research and theory (Vol. 1, pp. 63-114). New York: Academic Press.
Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.
Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp.3-40). Mahwah, NJ: Lawrence Erlbaum Associates.
Elbro, C. (1996). Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing: An Interdisciplinary Journal, 8, 453-485.
Elbro, C., Borstrom, I., & Petersen, D. K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33, 36-60.
Eloknin, D. B. (1973). USSR. In J. Downing (Ed.), Comparative reading: Cross-national studies of behavior and processes in reading and writing (pp. 551-579). New York: MacMillan.
Englert, C. S., Garmon, A., Mariage, T., Rozendal, M., Tarrant, K., & Urba, J. (1995). The Early Literacy Project: Connecting across the literacy curriculum. Learning Disability Quarterly, 18, 253-275.
Englert, C. S., Raphael, T. E., & Mariage, T. V. (1994). Developing a school-based discourse for literacy learning: A principled search for understanding. Learning Disability Quarterly, 17, 2-32.
Fawcett, A. J., Singleton, C. H., & Peer, L. (1998). Advances in early years screening for dyslexia in the United Kingdom. Annals of Dyslexia, 48, 57-88.
Felton, R. H. (1992). Early identification of children at risk for reading disabilities. Topics in Early Childhood Special Education, 12, 212-229.
Felton, R. H., & Wood, F. B. (1992). A reading level match study of nonword reading skills in poor readers with varying IQ. Journal of Learning Disabilities, 25, 318-326.
Fielding-Barnsley, R. (1997). Explicit instruction in decoding benefits children high in phonemic awareness and alphabetic knowledge. Scientific Studies of Reading, 1, 85-98.
Fletcher, J. M., Shaywitz, S. E., Shankweiler, D. P., Katz, L., Liberman, I. Y., Stuebing, K.K., Francis, D. J., Fowler, A. E., & Shaywitz, B. A. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86, 6-23.
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.
Fuchs, D., & Fuchs, L. S. (2001, June). The respective contributions of phonological awareness and decoding to reading development in Title 1 and Non-Title 1 schools. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Boulder, CO.
Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O'Connor, R. E. (2001a). Is reading important in reading-readiness programs? A randomized field trial. Journal of Educational Psychology, 93, 251-267.
Fuchs, D., Fuchs, L. S., Thompson, A., Yen, L., Al Otaiba, S., Nyman, K., Yang, N., & Svenson, E. (2001b). A randomized field trial to explore the effectiveness of beginning reading program that excludes phonological awareness training. Paper presented at the annual meeting of the American Educational Research Association, Seattle.
Good, R., Simmons, D., & Kame'enui, E. (2001). The importance and decision-making utility and a continuum of fluency-based indicators of foundational reading skills for third-grade high stakes outcomes. Scientific Studies in Reading, 5, 257-288.
Goswami, U., & Bryant, P. (1990). Phonological skills and learning to read. London: Erlbaum.
Gough, P. B., & Walsh, M. (1991). Chinese, Phoenicians, and the orthographic cipher of English. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy (pp. 199-209). Hillsdale, NJ: Lawrence Erlbaum Associates.
Hurford, D. P., Johnston, M., Nepote, P., Hampton, S., Moore, S., Neal, J., et al. (1993). Early identification and remediation of phonological-processing deficits in first-grade children at risk for reading disabilities. Journal of Learning Disabilities, 27, 647-659.
Iversen, S., & Tunmer, W. E. (1993). Phonological processing skills and the Reading Recovery program. Journal of Educational Psychology, 85, 112-126.
Jenkins, J. R., Fuchs, L. S., Espin, C., van den Broek, P., & Deno, S. (2000, February). Task and performance dimensions of word reading. Paper presented at the Pacific Coast Research Conference, La Jolla, California.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80, 437-447.
Juel, C., & Roper-Schneider, D. (1985). The influence of basal readers on first grade reading. Reading Research Quarterly, 20, 134-152.
Kaminski, R. A., & Good, R. H., III. (1996). Toward a technology for assessing basic early literacy skills. School Psychology Review, 25, 215-227.
Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334.
Leather, C. V., & Henry, L. A. (1994). Working memory span and phonological awareness tasks as predictors of early reading ability. Journal of Experimental Child Psychology, 58, 88-111.
Lindamood, C. H., & Lindamood, P. C. (1984). Auditory Discrimination in Depth. Austin, TX: Pro-Ed.
Lovett, M. W., Lacerenza, L., Borden, S. L., Frijters, J. C., Steinbech, K. A., & De Palma, M. (2000). Components of effective remediation for developmental reading disabilities: Combining phonological and strategy-based instruction to improve outcome. Journal of Educational Psychology, 92, 263-283.
Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
MacDonald, G. W., & Cornwall, A. (1995). The relationship between phonological awareness and reading and spelling achievement eleven years later. Journal of Learning Disabilities, 28, 523-527.
MacLean, M., Bryant, P., & Bradley, L. (1988). Rhymes, nursery rhymes and reading in early childhood. In K. Stanovich (Ed.), Children's reading and the development of phonological awareness (pp. 11-37). Detroit: Wayne State University Press.
Majsterek, D. J., & Ellenwood, A. E. (1995). Phonological awareness and beginning reading: Evaluation of a school-based screening procedure. Journal of Learning Disabilities, 28, 449-456.
Mann, V. A., & Ditunno, P. (1990). Phonological deficiencies: Effective predictors of future reading problems. In G. Pavlides (Ed.), Perspectives on dyslexia (Vol. 2, pp. 105-131). New York: Wiley.
Mantzicopoulos, P. Y., & Morrison, D. (1994). Early prediction of reading achievement: Exploring the relationship of cognitive and noncognitive measures to inaccurate classifications of at-risk status. Remedial and Special Education, 15, 244-251.
Mathes, P. G., Torgesen, J. K., & Allor, J. H. (2001). The effects of peer-assisted literacy strategies for first-grade readers with and without additional computer-assisted instruction in phonological awareness. American Educational Research Journal, 38, 371-410.
Mercer, C., Campbell, K., Miller, D., Mercer, K., & Lane, H. (2000). Effects of a reading fluency intervention for middle-schoolers with specific learning disabilities. Learning Disabilities Research and Practice, 15, 179-189.
Murray, B. A., Smith, K. A., & Murray, G. G. (2000). The test of phoneme identities: Predicting alphabetic insight in prealphabetic readers. Journal of Literacy Research, 32, 421-447.
National Reading Panel. (2000). Summary report. Washington, DC: National Institute of Child Health & Human Development.
Nicolson, R. I., & Fawcett, A. J. (1996). The dyslexia early screening test. London: The Psychological Corporation.
O'Connor, R. E. (2000). Increasing the intensity of intervention in kindergarten and first grade. Learning Disabilities Research and Practice, 15, 43-54.
O'Connor, R. E., Fulmer, D., Harty, K., & Bell, K. (2001, April). Total awareness: Reducing the severity of reading disability. Presented at the American Educational Research Conference, Seattle, WA.
O'Connor, R. E., & Jenkins, J. R. (1999). The prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3, 159-197.
O'Connor, R., Jenkins, J. R., Slocum, T., & Leicester, N. (1993). Teaching phonological awareness to young children with disabilities. Exceptional Children, 59(6), 532-546.
O'Connor, R. E., Notari-Syverson, N., & Vadasy, P. (1996). Ladders to literacy: The effects of teacher-led phonological activities for kindergarten children with and without disabilities. Exceptional Children, 63, 117-130.
O'Connor, R. E., Notari-Syverson, N., & Vadasy, P. (1998). Ladders to literacy: A kindergarten activity book. Baltimore: Paul H. Brookes.
Open Court Reading. (1995). Collections for young scholars. Chicago and Peru, IL: SRA/McGraw-Hill.
Perfetti, C. A. (1985). Reading ability. New York: Oxford University Press.
Perfetti, C. A. (1992). The representation problem in reading acquisition. In P. Gough, L. Ehri, & R. Trieman (Eds.), Reading Acquisition (pp. 145-174). Mahwah, NJ: Erlbaum.
Perfetti, C., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319.
Perfetti, C.A., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skills. Journal of Educational Psychology, 67, 461-469.
Peyton, J., Jenkins, J .R., Vadasy, P. F., & Sanders. L. (2001). Effects of more- and less-decodable text on reading development of at-risk first grade students. Manuscript in preparation. Seattle, WA: Washington Research Institute.
Rack, J. P., Snowling, M. J., & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 29-53.
Rapala, M. M., & Brady, S. (1990). Reading ability and short-term memory: The role of phonological processing. Reading and Writing: An Interdisciplinary Journal, 2, 1-25.
Rashotte, C. A., MacPhee, K., & Torgesen, J. (in press). The effectiveness of a group reading instruction program with poor readers in multiple grades. Learning Disability Quarterly.
Rasinski, T. V. (1990). Effects of repeated reading and listening-while-reading on reading fluency. Journal of Educational Research, 83, 147-150.
Reitsma, P. (1983). Printed word learning in beginning readers. Journal of Experimental Child Psychology, 36, 321-339.
Samuels, S. J. (1979). The method of repeated readings. The Reading Teacher, 32, 403-408.
Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1743.
Scarborough, H. S. (1995, March). The fate of phonemic awareness beyond the elementary school years. Paper presented at the biannual meeting of the Society for Research in Child Development, Indianapolis, IN.
Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523-568.
Shankweiler, D., & Liberman, I.Y. (1989). Phonology and reading disability: Solving the reading puzzle (pp.1-33). IARLD Monograph Series. Ann Arbor, MI: University of Michigan Press.
Shankweiler, D., Lundquist, E., Katz, L., Stuebing, K. K., Fletcher, J. M., Brady, S., Fowler, A., Dreyer, L. G., Marchione, K. E., Shaywitz, S. E., & Shaywitz, B. A. (1999). Comprehension and decoding: Patterns of association in children with reading disabilities. Scientific Studies of Reading, 3, 69-94.
Shany, M. T., & Biemiller, A. (1995). Assisted reading practice: Effects on performance for poor readers in grades 3 and 4. Reading Research Quarterly, 30, 382-395.
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
Share, D., Jorm, A., MacLean, R., & Matthews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309-1324.
Silver, A. A., & Hagin, R. A. (1981). SEARCH manual. New York: Wiley.
Simmons, D. C., Kuykendall, K., King, K., Cornachione, C., & Kame'enui, E. (2000). Implementation of a schoolwide reading improvement model: "No one ever told us it would be this hard!" Learning Disabilities Research and Practice, 15, 92-100.
Spear-Swerling, L., & Sternberg, R. (1994). The road not taken: An integrative theoretical model of reading disability. Journal of Learning Disabilities, 27, 91-103, 122.
Spector, J. E. (1992). Predicting progress in beginning reading: Dynamic assessment of phonemic awareness. Journal of Educational Psychology, 84, 353-363.
Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.
Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-406.
Stanovich, K., Cunningham, A., & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
Tan, A., & Nicholson, T. (1997). Flashcards revisited: Training poor readers to read words faster improves their comprehension of text. Journal of Educational Psychology, 59, 276-288.
Torgesen, J. K., Alexander, A. W., Wagner, R. K., Rashotte, C. A., Voeller, K., Conway, T., & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58, 78.
Torgesen, J. K., Burgess, S., Wagner, R. K., & Rashotte, C. (1996, April). Predicting phonologically based reading disabilities: What is gained by waiting a year? Poster presented at the annual meeting of the Society for the Scientific Study of Reading, New York.
Torgesen, J. K., & Mathes, P. G. (2000). A Basic Guide to Understanding, Assessing, and Teaching Phonological Awareness. Austin, TX: Pro-Ed.
Torgesen, J., Morgan, S., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in Kindergarten children. Journal of Educational Psychology, 84, 364-370.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1997). Prevention and remediation of severe reading disabilities: Keeping the end in mind. Scientific Studies in Reading, 1, 217-234.
Torgesen, J., Wagner, R., Rashotte, C., & Herron, J. (undated). Summary of outcomes from first-grade study with Read, Write, and Type and Auditory Discrimination in Depth instruction and software. Tallahassee, FL: Florida State University.
Torgesen, J. K., Wagner, R. K., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.
Tunmer, W. E., & Chapman, J. W. (1998). Language prediction skill, phonological recoding ability, and beginning reading. In C. Hulme & R. M. Joshi (Eds), Reading and Spelling: Development and Disorders (pp. 33-67). Mawah, NJ: Erlbaum.
Tunmer, W., Herriman, M., & Nesdale, A. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134-158.
Tymms, P. (1999). Baseline assessment, value-added and the prediction of reading. Journal of Research in Reading, 22, 27-36.
Uhry, J. (1993). Predicting low reading from phonological awareness and classroom print. Educational Assessment, 1, 349-368.
Vadasy, P. F. (2001). Approaches to comprehension instruction. Unpublished manuscript. Seattle, WA: Washington Research Institute.
Vadasy, P. F., Jenkins, J. R., Firebaugh, M., Pool, K., O'Connor, R., Wayne, S., & Peyton, J. (2001). Sound Partners: A Reading Tutoring Program for First-Grade At-Risk Readers. Seattle, WA: Washington Research Institute.
Vadasy, P. F., Jenkins, J. R., & Pool, K. (2000). Effects of a first-grade tutoring program in phonological and early reading skills. Journal of Learning Disabilities, 33, 579-590.
van den Bosch, K., van Bon, W., & Schreuder, R. (1995). Poor readers' decoding skills: Effects of training with limited exposure duration. Reading Research Quarterly, 30, 110-125.
Vandervelden, M. C., & Siegel, L. (1997). Teaching phonological processing skills in early literacy: A developmental approach. Learning Disabilities Quarterly, 20, 63-81.
Vaughn, S., Chard, D. J., Pedrotty-Bryant, D., Coleman, M., Tyler, B., Linan-Thompson, S., & Kousekanani, K. (2000). Fluency and comprehension interventions for third-grade students. Remedial and Special Education, 21, 325-335.
Vellutino, F. R., Scanlon, D. M., Sipay, E., Small, S., Pratt, A., Chen, R., & Denckla, M. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiental deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601-638.
Wagner, R. K., Balthazor, M., Hurley, S., Morgan, S., Rashotte, C., Shaner, R., Simmons, K., & Stage, S. (1987). The nature of prereaders' phonological processing abilities. Cognitive Development, 2, 355-373.
Wagner, R. K., & Torgesen, J. T. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K., & Rashotte, C. A. (1993). Development of young readers' phonological processing abilities. Journal of Educational Psychology, 85, 83-103.
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). The Comprehensive Test of Phonological Processing. Austin, TX: Pro-Ed.
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing causal relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14, 1-33.
Wimmer, H. (1996). The nonword reading deficit in developmental dyslexia: Evidence from German children. Journal of Experimental Child Psychology, 61, 80-90.
Wise, B. W., Ring, J., & Olson, R. K. (2000). Individual differences in gains from computer-assisted remedial reading. Journal of Experimental Child Psychology, 77, 197-235.
Wolf, M. (1991). Naming speed and reading: The contribution of the cognitive neurosciences. Reading Research Quarterly, 26, 123-141.
Wolf, M., & Bowers, P. (1999). The double-deficit hypothesis for the developmental dyslexias. Journal of Educational Psychology, 91, 415-438.
Woodcock, R. W. (1987). Woodcock Reading Mastery Tests--Revised. Circle Pines, MN: American Guidance Service.
Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.
Zigmond, N. (1990). Rethinking secondary school programs for students with learning disabilities. Focus on Exceptional Children, 23, 1-24.