Component reading skills in Down Syndrome (original) (raw)
References
Bishop, D. V. M. (1983). The Test for Reception of Grammar (TROG). Manchester, England.
Buckley, S. (1985). Attaining basic educational skills: Reading, writing and number. In D. Lane & B. Stratford (Eds.), Current approaches to Down’s syndrome (pp. 315–343). New York: Praeger Press. Google Scholar
Cardoso-Martins, C., & Frith, U. (2001). Can individuals with Down syndrome acquire alphabetic literacy skills in the absence of phoneme awareness? Reading and Writing: An Interdisciplinary Journal, 14, 361–375. Article Google Scholar
Cardoso-Martins, C., Michalick, M. F., & Pollo, T. C. (2002). Is sensitivity to rhyme a developmental precursor to sensitivity to phoneme?: Evidence from individuals with Down syndrome. Reading and Writing: An Interdisciplinary Journal, 15, 439–454. Article Google Scholar
Cardoso-Martins, C., Michalick, M. F., & Pollo, T. C. (2006). O papel do conhecimento do nome das letras no início da aprendizagem da leitura: Evidência de indivíduos com síndrome de Down. (The role of letter name knowledge in beginning reading acquisition: Evidence from individuals with Down syndrome). Psicologia: Reflexão e Crítica, 19, 53–59. Article Google Scholar
Case, R., Kurland, D. M., & Goldberg, J. (1982). Operational efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33(3), 386–404. Article Google Scholar
Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149–180. Article Google Scholar
Cossu, G., Rossini, F., & Marshall, J. C. (1993). When reading is acquired but phonemic awareness is not: A study of literacy in Down ‘s syndrome. Cognition, 46, 129–138. Article Google Scholar
Chapman, R. S. (1997). Language development in children and adolescents with Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 3, 307. Article Google Scholar
Catts, H. W., & Kamhi, A. G. (2005). The connections between language and reading disabilities. Mahwah, NJ: Lawrence Erlbaum Associates. Google Scholar
DeFries, J. C., Filipek, P. A., Fulker, D. W., Olson, R. K., Pennington, B. F., Smith, S. D., et al. (1997). Colorado Learning Disabilities Research Center. Learning Disability Quarterly, 7–8, 19. Google Scholar
Dunn, L. M., & Dunn, L. M. (1997). Peabody Picture Vocabulary Test – III. Circle Pines, MN: American Guidance. Google Scholar
Dunn, L. M., & Markwardt, F. C. (1970). Examiner’s manual: Peabody Individual Achievement Test. Circle Pines, MN: American Guidance Service. Google Scholar
Elliott, C. D. (1990). Differential ability scales. San Antonio: The Psychological Corporation. Google Scholar
Fowler, A. E., Dohert, B. J., & Boynton, L. (1995). The basis of reading skill in young adults with Down syndrome. In H. Nadel & D. Rosenthal (Eds.), Down Syndrome: Living and learning in the community (pp. 182–196). New York: Wiley-Liss. Google Scholar
Gombert, J. E. (2002). Children with Down syndrome use phonological knowledge in reading. Reading and Writing: An Interdisciplinary Journal, 15, 455–469. Article Google Scholar
Greenberg, D., Ehri, L. C., & Perin, D. (1997). Are word reading processes the same or different in adult literacy students and 3rd–5th graders matched for reading level? Journal of Educational Psychology, 89, 262–275. Article Google Scholar
Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106, 491–528. Article Google Scholar
Healy, J. M., Aram, D., Horowitz, S. J., & Kessler, J. W. (1982). A study of hyperlexia. Brain and Language, 17, 1–23. Article Google Scholar
Klein, B. P., & Mervis, C. B. (1999). Contrasting patterns of cognitive abilities of 9- and 10-year olds with Williams syndrome or Down syndrome. Developmental Neuropsychology, 16, 177–196. Article Google Scholar
Pennington, B. F., Moon, J., Edgin, J., Stedron, J., Nadel, L. (2003). The neuropsychology of Down syndrome: Evidence for hippocampal dysfunction. Child Development, 74, 75–93. Article Google Scholar
Perfetti, C. A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. In K. Stanovich (Ed.), Children’s reading and the development of phonological awareness (Special Issue). Merrill-Palmer Quarterly, 33, 283–320.
Sattler, J. M. (2001). Assessment of children: Cognitive applications (4th edn.). La Mesa, CA: Author. Google Scholar
Semel, E., Wiig, E. H., & Secord, W. A. (1995). Clinical Evaluation of Language Fundamentals (CELF-3) (3rd edn.). San Antonio, TX: Psychological Corporation. Google Scholar
Snowling, M. J., Hulme, C., & Mercer, R. C. (2002). A deficit in rime awareness in children with Down syndrome. Reading and Writing: An Interdisciplinary Journal, 15, 471–495. Article Google Scholar
Wang, P. P., & Bellugi, U. (1994). Evidence from two genetic syndromes for a dissociation between verbal and visual-spatial short-term memory. Journal of Clinical and Experimental Neuropsychology, 16, 317–322. Article Google Scholar
Welsh, M. C., Pennington, B. F., & Rogers, S. (1987). Word recognition and comprehension skills in hyperlexic children. Brain and Language, 32, 76–96. Article Google Scholar
Wiig, E. H., Secord, W. A., & Semel, E. (1992). Clinical Evaluation of Language Fundamentals (CELF-Preschool). San Antonio, TX: Psychological Corporation. Google Scholar
Williams, K. T., & Wang, J.-J. (1997). Technical references to the PPVT-III. Circle, Pines, MN: American Guidance. Google Scholar
Wilkinson, G. S. (1993). Wide Range Achievement Test – revision 3. Wilmington, DE: Jastak Associates. Google Scholar
Woodcock, R. W., McGrew, K. S., & Mather, N. (2001). Woodcock-Johnson III Tests of achievement. Itasca, IL: The Riverside Publishing Company. Google Scholar