Phonological awareness in Swedish‐speaking children with complex communication needs

References

• Adams M. J. Beginning to read. MIT Press, Cambridge, MA 1990
   Google Scholar
• Anthony J. L., Lonigan C. J., Driscoll K. P., Phillips B. M., Burgess S. R. Phonological sensitivity: A quasi‐parallel progression of word structure units and cognitive operations. Reading Research Quarterly 2003; 38: 470–487
   Web of Science ®Google Scholar
• Berninger V., Gans B. M. Language profiles in nonspeaking individuals of normal intelligence with cerebral palsy. Augmentative and Alternative Communication 1986; 2: 45–50
   Google Scholar
• Bishop D. V. M., Byers Brown B., Robson J. The relationship between phoneme discrimination, speech production, and language comprehension in cerebral‐palsied individuals. Journal of Speech and Hearing Research 1990; 33: 210–219
   PubMedGoogle Scholar
• Bishop D. V. M., Robson J. Unimpaired short‐term memory and rhyme judgement in congenitally speechless individuals: Implications for the notion of “articulatory coding”. Quarterly Journal of Experimental Psychology 1989; 40: 123–140
   Google Scholar
• Bradley L., Bryant P. E. Categorizing sounds and learning to read – A causal connection. Nature 1983; 301: 419–421
   Web of Science ®Google Scholar
• Bradley L., Bryant P. E. Rhyme, alliteration, phoneme detection, and learning to read. Developmental Psychology 1990; 26: 429–438
   Web of Science ®Google Scholar
• Carroll J. M. Letter knowledge precipitates phoneme segmentation, but not phoneme invariance. Journal of Research in Reading 2004; 27: 212–225
   Web of Science ®Google Scholar
• Dahlgren Sandberg A. Reading and spelling, phonological awareness, and working memory in children with severe speech impairments: A longitudinal study. Augmentative and Alternative Communication 2001; 17: 11–25
   Google Scholar
• Dahlgren Sandberg A. Reading and spelling abilities in children with severe speech impairments and cerebral palsy at 6, 9 and 12 years of age in relation to cognitive development: A longitudinal study. Developmental Medicine and Child Neurology 2006; 48: 629–634
   PubMed Web of Science ®Google Scholar
• Dahlgren Sandberg A., Hjelmquist E. Phonological awareness and literacy abilities in nonspeaking preschool children with cerebral palsy. Augmentative and Alternative Communication 1996; 12: 138–153
   Google Scholar
• Dahlgren Sandberg A., Hjelmquist E. Language and literacy in nonvocal children with cerebral palsy. Reading and Writing 1997; 9: 107–133
   Web of Science ®Google Scholar
• Dunn L. M., Dunn L. M. Peabody Picture Vocabulary Test – III. American Guidance service, Circle Pines, MN 1997, (3rd ed.)
   Google Scholar
• Ehri L. C., Nunes S. R., Willows D. M., Schuster B. V., Yaghoub‐Zadeh Z., Shanahan T. Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta‐analysis. Reading Research Quarterly 2001; 36: 250–287
   Web of Science ®Google Scholar
• Foley B. E. The development of literacy in individuals with severe congenital speech and motor impairments. Topics in Language Disorders 1993; 13: 216–232
   Web of Science ®Google Scholar
• Foley B. E., Pollatsek A. Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication 1999; 15: 156–173
   Google Scholar
• Goswami U. Phonology, reading development, and dyslexia: A cross‐linguistic perspective. Annals of Dyslexia 2002; 52: 141–163
   Web of Science ®Google Scholar
• Goswami U., Bryant P. Phonological skills and learning to read. Erlbaum, London 1990
   Google Scholar
• Hehner B. Blissymbols for use. Blissymbolics Communication Institute, Toronto 1982
   Google Scholar
• Høien T., Lundberg I. Dyslexi. Natur och Kultur, Stockholm 1992
   Google Scholar
• Høien T., Lundberg I., Stanovich K. E., Bjaalid I.‐K. Components of phonological awareness. Reading and Writing 1995; 7: 171–188
   Web of Science ®Google Scholar
• Koppenhaver D. A., Evans D. A., Yoder D. E. Childhood reading and writing experiences of literate adults with severe speech and motor impairments. Augmentative and Alternative Communication 1991; 7: 20–33
   Google Scholar
• Lundberg I. Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly 1988; 23: 264–284
   Web of Science ®Google Scholar
• Raven J., Raven J. C., Court J. H. Manual for Raven's progressive matrices and vocabulary scales. Oxford Psychologists Press Ltd, Oxford 1998
   Google Scholar
• Smith M. Simply a speech impairment? Literacy challenges for individuals with severe speech impairments. International Journal of Disability, Development and Education 2001; 48: 331–353
   Google Scholar
• Taube K., Tornéus M., Lundberg I. Umesol. Psykologiförlaget, Eskilstuna 1985
   Google Scholar
• Vandervelden M., Siegel L. Phonological recoding and phoneme awareness in early literacy: A developmental approach. Reading Research Quarterly 1995; 30: 854–875
   Web of Science ®Google Scholar
• Vandervelden M., Siegel L. Phonological processing and literacy in AAC users and students with motor speech impairments. Augmentative and Alternative Communication 1999; 15: 191–211
   Google Scholar
• Vandervelden M., Siegel L. Phonological processing in written word learning: Assessment for children who use augmentative and alternative communication. Augmentative and Alternative Communication 2001; 17: 37–51
   Google Scholar
• Wagner R., Torgesen J. The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin 1987; 101: 192–212
   Web of Science ®Google Scholar