References
- Almasi, J. F., Palmer, B. M., Gambrell, L. B., & Pressley, M. (1994). Toward disciplined inquiry: A methodological analysis of whole language research. In S. Symons, V. Woloshyn, & M. Pressley (Eds.), The scientific evaluation of the whole language approach to literacy development. A special issue of Educational Psychologist (pp. 193–202). Hillsdale, NJ: Erlbaum.
- Ball, E., & Blachman, B. (1988). Phoneme segmentation training: Effect on reading readiness. Annals of Dyslexia, 38, 208–225.
- Ball, E., & Blachman, B. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49–66.
- Barrett, J. (1978). Cloudy with a chance of meatballs. New York: Alladin Books.
- Caban, J. P., Hambleton, R. K., Coffing, D. G., Conway, M. T., & Swaminathan, H. (1978). Mental imagery as an approach to spelling instruction. The Journal of Experimental Education, 46(3), 15–21.
- Canadian Test of Basic Skills (1986). Nelson Canada: Toronto, Ontario.
- Cunningham, A. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429–444.
- Eldredge, L. (1991). An experiment with a modified whole language approach in first-grade classrooms. Reading Research and Instruction, 30(3), 21–38.
- Fry, E. (1977). Fry’s readability graph: Clarifications, validity, and extension to Level 17. Journal of Reading, 21, 242–252.
- Gentry, J. R. (1984). Developmental aspects of learning to spell. Academic Therapy, 20(1), 11–19.
- Goodman, Y. M. (1991). The history of whole language. In K. S. Goodman (Eds.), The whole language catalogue (pp. 386–387). Santa Rosa, CA: American School Publishers.
- Graham, S., & Harris, K. (1994). The effects of whole language on children’s writing: A Review of the literature. In S. Symons, V. Woloshyn, & M. Pressley (Eds.), The scientific evaluation of the whole language approach to literacy development. A special issue of Educational Psychologist (pp. 187–192). Hillsdale, NJ: Erlbaum.
- Hodges, R. E. (1982). Improving spelling and vocabulary in the secondary school. Urbana, IL: National Council of Teachers of English.
- Kernaghan, K., & Woloshyn, V. E. (1995). Providing Grade one students with multiple spelling strategies: Comparisons between strategy instruction with metacognitive information and traditional language arts. Applied Cognitive Psychology, 9, 157–166.
- Kirk, R. E. (1982). Experimental design (2nd ed.). Belmont, CA: Brooks/Cole.
- Marino, J. (1980). What makes a good speller? Language Arts, 57, 173–177.
- McIntyre, E., & Pressley, M. (1996). Balanced instruction: Strategies and skills in whole language. Norwood, MA: Christopher-Gordon.
- Pressley, M., & Woloshyn, V. E., (1995). Cognitive strategy instruction that really improves children’s academic performance. Cambridge MA: Brookline Books.
- Radaker, L. (1963). The effect of visual imagery upon spelling performance. The Journal of Educational Research, 56, 370–372.
- Radebaugh, M. (1985). Children’s perceptions of their spelling strategies. The Reading Teacher, 38, 532–536.
- Scott, R. (1987). Lessons in spelling. ORBIT, October, 10–14.
- Scott, R. (1993). Spelling: Sharing the secrets. Toronto: Gage Educational Publishing.
- Sears, N., & Johnson, D. (1986). The effects of visual imagery on spelling performance and retention among elementary students. The Journal of Educational Research, 79, 230–233.
- Shapiro, H. R. (1992). Debatable issues underlying whole-language philosophy: A speech-language pathologist’s perspective. Language, Speech, and Hearing Services in the Schools, 23, 308–311.
- Spiegel, D. L. (1992). Blending whole language and systematic direct instruction. The Reading Teacher, 43, 38–44.
- Stahl, S. A., McKenna, M. C., & Pagnucco, J. R. (1994). The effects of whole language instruction: An update and a reappraisal. In S. Symons, V. Woloshyn, & M. Pressley (Eds.), The scientific evaluation of the whole language approach to literacy development. A special issue of Educational Psychologist (pp. 175–186): Hillsdale, NJ: Erlbaum.
- Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407.
- Tangel, D., & Blachman, B. (1992). Effect of phoneme awareness instruction on kindergarten children’s invented spelling. Journal of Reading Behavior, 24, 233–261.
- Torneus, M. (1984). Phonological awareness and reading: A chicken and egg problem? Journal of Educational Psychology, 76, 1346–1358.
- Wong, B. Y. L. (1986). A cognitive approach to teaching spelling. Exceptional. Children, 53(2), 169–173.
- Zarry, L. (1991). Literacy through whole language. Winnipeg, Canada: Peguis.