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Reading Psychology Volume 24, 2003 - Issue 3-4
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Original Articles

LANGUAGE BASIS OF READING DISABILITIES AND IMPLICATIONS FOR EARLY IDENTIFICATION AND REMEDIATION

HUGH W. CATTS University of Kansas, Lawrence, Kansas, USA
Pages 223-246 | Published online: 19 Jan 2011

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Marleen F. Westerveld & Rebecca M. Armstrong. (2022) Expository discourse skills of students with reading comprehension difficulties. International Journal of Speech-Language Pathology 24:6, pages 647-656.
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Kristin Sunde, Bjarte Furnes & Kjersti Lundetræ. (2020) Does Introducing the Letters Faster Boost the Development of Children’s Letter Knowledge, Word Reading and Spelling in the First Year of School?. Scientific Studies of Reading 24:2, pages 141-158.
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Ibrahim A. Asadi. (2018) Reading Comprehension Subgroups in Arabic: A Simple but Not a Multiplicative Model. Reading & Writing Quarterly 34:4, pages 281-290.
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Marleen F. Westerveld & Kath Vidler. (2016) Spoken language samples of Australian children in conversation, narration and exposition. International Journal of Speech-Language Pathology 18:3, pages 288-298.
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DianeJ. German & RochelleS. Newman. (2007) Oral Reading Skills of Children with Oral Language (Word-Finding) Difficulties. Reading Psychology 28:5, pages 397-442.
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SusanA. Galletly & BruceA. Knight. (2004) The high cost of orthographic disadvantage. Australian Journal of Learning Disabilities 9:4, pages 4-11.
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Angeliki Gleni, Emmanouil Ktistakis, Miltiadis K. Tsilimbaris, Panagiotis Simos, Susanne Trauzettel-Klosinski & Sotiris Plainis. (2019) Assessing Variability in Reading Performance with the New Greek Standardized Reading Speed Texts (IReST). Optometry and Vision Science 96:10, pages 761-767.
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Kristen L. McMaster. (2019) Commentary: Innovations, Insights, and Impact: Expanding Frontiers in Learning Disabilities Research. New Directions for Child and Adolescent Development 2019:165, pages 137-144.
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Mary E. Bratsch‐Hines, Lynne Vernon‐Feagans, Cheryl Varghese & Justin Garwood. (2017) Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers’ Reading Instruction for Struggling Readers. Learning Disabilities Research & Practice 32:4, pages 270-283.
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Giseli D. Germano, Alexandra B. P. de C. César & Simone A. Capellini. (2017) Screening Protocol for Early Identification of Brazilian Children at Risk for Dyslexia. Frontiers in Psychology 8.
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Brandi Biscoe Kenner, Nicole Patton Terry, Arielle H. Friehling & Laura L. Namy. (2017) Phonemic awareness development in 2.5- and 3.5-year-old children: an examination of emergent, receptive, knowledge and skills. Reading and Writing 30:7, pages 1575-1594.
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Danielle Brimo, Kenn Apel & Treeva Fountain. (2015) Examining the contributions of syntactic awareness and syntactic knowledge to reading comprehension. Journal of Research in Reading 40:1, pages 57-74.
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Emily Lund. (2017) Literacy Difficulties in the Face of Multiple Factors: Using a Team Approach. Perspectives of the ASHA Special Interest Groups 2:1, pages 124-132.
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Jennifer P. Lundine & Rebecca J. McCauley. (2016) A Tutorial on Expository Discourse: Structure, Development, and Disorders in Children and Adolescents. American Journal of Speech-Language Pathology 25:3, pages 306-320.
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Marleen F. Westerveld, David Trembath, Leanne Shellshear & Jessica Paynter. (2015) A Systematic Review of the Literature on Emergent Literacy Skills of Preschool Children With Autism Spectrum Disorder. The Journal of Special Education 50:1, pages 37-48.
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Stephen A. Petrill, Jessica A. R. Logan, Brook E. Sawyer & Laura M. Justice. (2012) It Depends. Journal of Learning Disabilities 47:6, pages 491-502.
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Douglas B. Petersen & Ronald B. Gillam. (2013) Accurately Predicting Future Reading Difficulty for Bilingual Latino Children at Risk for Language Impairment. Learning Disabilities Research & Practice 28:3, pages 113-128.
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Amy R. Feiker Hollenbeck. (2013) Beyond Talking About Books. Learning Disability Quarterly 36:2, pages 112-125.
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Mira Goral & Peggy S. Conner. (2013) Language Disorders in Multilingual and Multicultural Populations. Annual Review of Applied Linguistics 33, pages 128-161.
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Michael J. Kennedy & Frances M. Ihle. (2012) The Old Man and the Sea: Navigating the Gulf between Special Educators and the Content Area Classroom. Learning Disabilities Research & Practice 27:1, pages 44-54.
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Elizabeth SwansonSharon Vaughn, Jeanne Wanzek, Yaacov Petscher, Jennifer Heckert, Christie Cavanaugh, Guliz Kraft & Kathryn Tackett. (2011) A Synthesis of Read-Aloud Interventions on Early Reading Outcomes Among Preschool Through Third Graders at Risk for Reading Difficulties. Journal of Learning Disabilities 44:3, pages 258-275.
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Phil D. Liu, Catherine McBride-ChangAnita M.-Y. Wong, Twila Tardif, Stephanie F. Stokes, Paul Fletcher & Hua Shu. (2010) Early Oral Language Markers of Poor Reading Performance in Hong Kong Chinese Children. Journal of Learning Disabilities 43:4, pages 322-331.
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Carolyn A. Denton, Emily J. Solari, Dennis J. Ciancio, Steven A. Hecht & Paul R. Swank. (2010) A Pilot Study of a Kindergarten Summer School Reading Program in High-Poverty Urban Schools. The Elementary School Journal 110:4, pages 423-439.
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Karen L. Thatcher. (2010) The development of phonological awareness with specific language‐impaired and typical children. Psychology in the Schools 47:5, pages 467-480.
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Bjarte Furnes & Stefan Samuelsson. (2010) Predicting reading and spelling difficulties in transparent and opaque orthographies: a comparison between Scandinavian and US/Australian children. Dyslexia 16:2, pages 119-142.
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Marie-Catherine St-Pierre & Renée Béland. (2010) Reproduction of Inflectional Markers in French-Speaking Children With Reading Impairment. Journal of Speech, Language, and Hearing Research 53:2, pages 469-489.
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Ariane von Goldammer, Claudia Mähler, Ann-Katrin Bockmann & Marcus Hasselhorn. (2010) Vorhersage früher Schriftsprachleistungen aus vorschulischen Kompetenzen der Sprache und der phonologischen Informationsverarbeitung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 42:1, pages 48-56.
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RAVIT COHEN-MIMRAN. (2009) The contribution of language skills to reading fluency: A comparison of two orthographies for Hebrew. Journal of Child Language 36:3, pages 657-672.
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Emily J. Solari & Michael M. Gerber. (2008) Early Comprehension Instruction for Spanish‐Speaking English Language Learners: Teaching Text‐Level Reading Skills While Maintaining Effects on Word‐Level Skills. Learning Disabilities Research & Practice 23:4, pages 155-168.
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Edward S. Shapiro, Emily Solari & Yaacov Petscher. (2008) Use of a measure of reading comprehension to enhance prediction on the state high stakes assessment. Learning and Individual Differences 18:3, pages 316-328.
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R. Cohen Mimran. (2006) Reading Disabilities Among Hebrew-speaking Children in Upper Elementary Grades: The Role of Phonological and Nonphonological Language Skills. Reading and Writing 19:3, pages 291-311.
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Steven P. Chamberlain. (2016) Sharon Vaughn. Intervention in School and Clinic 41:3, pages 169-174.
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Jerson Catoto. (2022) Reporting as a Strategy in Facilitating the Communicative Competence of English Learners. SSRN Electronic Journal.
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