The effect of phonological awareness intervention on non-word spelling ability in school-aged children: An analysis of qualitative change

References

• Adams M. Beginning to read: Thinking and learning about print. MIT Press, Cambridge 1990
   Google Scholar
• Alexander A. W., Andersen H. G., Heilman P. C., Voeller K. K., Torgesen J. K. Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexics. Annals of Dyslexia 1991; 41: 193–206
   PubMed Web of Science ®Google Scholar
• Ball E., Blachman B. Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?. Reading Research Quarterly 1991; 26: 49–66
   Web of Science ®Google Scholar
• Bear D. R., Templeton S. Explorations in developmental spelling: Foundations for learning and teaching phonics, spelling and vocabulary. The Reading Teacher 1998; 52: 222–242
   Web of Science ®Google Scholar
• Beers J. W., Beers C. S. Vowel spelling strategies among first and second graders: A growing awareness of written words. Language Arts 1980; 57: 166–172
   Google Scholar
• Bradley L., Bryant P. Categorizing sounds and learning to read: A causal connection. Nature 1983; 301: 419–421
   Web of Science ®Google Scholar
• Clarke-Klein S., Hodson B. W. A phonologically based analysis of misspellings by third graders with disordered-phonology histories. Journal of Speech and Hearing Research 1995; 38: 839–849
   PubMedGoogle Scholar
• Dodd B., Holm R., Oerlemans J., McCormick M. Queensland University Inventory of Literacy. University Press, St. Lucia, Brisbane 1996
   Google Scholar
• Ehri L. C. The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of Learning Disabilities 1989; 22: 356–365
   PubMed Web of Science ®Google Scholar
• Ehri L. C., Nunes S., Willows D., Schuster B., 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
• Fleiss J. L. Statistical methods for rates and proportions. John Wiley & Sons, New York 1981
   Google Scholar
• Gentry J. R. An analysis of developmental spelling in GYNS AT WRK. The Reading Teacher 1982; 36: 192–200
   Web of Science ®Google Scholar
• Gentry J. R. A retrospective on invented spelling and a look forward. The Reading Teacher 2000; 54: 318–332
   Web of Science ®Google Scholar
• Gillam R. B., Van Kleeck A. Phonological awareness training and short-term working memory: Clinical implications. Topics in Language Disorders 1996; 17: 72–81
   Web of Science ®Google Scholar
• Gillon G. Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment. International Journal of Language and Communication Disorders 2002; 37: 381–400
   PubMed Web of Science ®Google Scholar
• Gillon G. Phonological awareness: From research to practice. The Guilford Press, New York 2004
   Google Scholar
• Gillon G., Dodd B. The effects of training phonological, semantic and syntactic processing skills in spoken language on reading ability. Language, Speech, and Hearing Services in Schools 1995; 26: 58–68
   Google Scholar
• Gillon G., Dodd B. Enhancing the phonological processing skills of children with specific reading disability. European Journal of Disorders of Communication 1997; 32: 67–90
   PubMedGoogle Scholar
• Hatcher P. J., Hulme C., Ellis A. W. Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development 1994; 65: 41–57
   Web of Science ®Google Scholar
• Joshi R. M. Assessing reading and spelling skills. School Psychology Review 1995; 24: 361–375
   Web of Science ®Google Scholar
• Kennedy K. M., Backman J. Effectiveness of the Lindamood Auditory Discrimination in Depth programme with students with learning disabilities. Learning Disabilities Research and Practice 1993; 8: 253–259
   Google Scholar
• Kroese J. M., Hynd G. W., Knight D. F., Hiemenz J. R., Hall J. Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal 2000; 13: 105–131
   Web of Science ®Google Scholar
• Lindamood C. H., Lindamood P. C. Auditory Discrimination in Depth (ADD) programmeRev ed. Pro-Ed, Austin, TX 1975
   Google Scholar
• Lovett M. W., Steinbach K. A. The effectiveness of remedial programmes for reading disabled children of different ages: Does the benefit decrease for older children?. Learning Disability Quarterly 1997; 20: 189–210
   Web of Science ®Google Scholar
• McCauley R., Swisher L. Psychometric review of language and articulation tests for preschool children. Journal of Speech and Hearing Disorders 1984; 49: 34–42
   PubMedGoogle Scholar
• Neilson R. Astronaut Invented Spelling Test. Language, Speech and Literacy Services, New South Wales 2003a
   Google Scholar
• Neilson R. Sutherland Phonological Awareness TestRev ed. Language, Speech and Literacy Services, New South Wales 2003b
   Google Scholar
• Nelson L. The influence of phonics instruction on spelling progress. National Reading Conference Yearbook 1990; 39: 241–247
   Google Scholar
• Oerlemans M., Dodd B. Development of spelling ability and letter-sound orientation in primary school children. European Journal of Disorders of Communication 1993; 28: 349–367
   PubMedGoogle Scholar
• Pagano R. R. Understanding statistics in the behavioural sciences. West Publishing Company, St. Paul 1986
   Google Scholar
• Read C. Preschool children's knowledge of English phonology. Harvard Educational Review 1971; 41: 1–34
   Web of Science ®Google Scholar
• Read C. Children's categorisation of speech sounds in English. National Council of Teachers of English, Urbana, IL 1975, (NCTE Research Report No. 17)
   Google Scholar
• Reece C., Treiman R. Children's spelling of syllabic /r/ and the letter-name vowels: Broadening the study of spelling development. Applied Psycholinguistics 2001; 22: 139–165
   Web of Science ®Google Scholar
• Rivers K. O., Lombardino L. J. Generalization of early metalinguistic skills in a phonological decoding study with first-graders at risk for reading failure. International Journal of Language and Communication Disorders 1998; 33: 369–391
   PubMed Web of Science ®Google Scholar
• Schneider W., Ennemoser M., Roth E., Kuspert P. Kindergarten prevention of dyslexia: Does training in phonological awareness work for everybody?. Journal of Learning Disabilities 1999; 32: 429–436
   PubMed Web of Science ®Google Scholar
• Semel E., Wiig E., Secord W. A. Clinical Evaluation of Language Fundamentals3rd ed. Psychological Corporation, San Antonio, TX 1995
   Google Scholar
• Silva C., Alves Martins M. Relations between children's invented spelling and the development of phonological awareness. Educational Psychology 2003; 23: 3–16
   Google Scholar
• Statistical Package for the Social Sciences. (SPSS) 11.0 [Computer Software]. SPSS Inc., Chicago, IL 2001
   Google Scholar
• Streiner G. R., Norman D. L. Health measurement scales: A practical guide to their development and use. Oxford University Press, Oxford 1989
   Google Scholar
• Tangel D., Blachman B. Effect of phoneme awareness instruction on kindergarten children's invented spelling. Journal of Reading Behaviour 1992; 24: 233–261
   Web of Science ®Google Scholar
• Tangel D., Blachman B. Effect of phoneme awareness instruction on the invented spelling of first-grade children: A 1-year follow-up. Journal of Reading Behaviour 1995; 27: 153–185
   Web of Science ®Google Scholar
• Torgesen J., Morgan S., Davis C. Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology 1992; 84: 364–370
   Web of Science ®Google Scholar
• Treiman R. Children's spelling errors on syllable-initial consonant clusters. Journal of Educational Psychology 1991; 83: 346–360
   Web of Science ®Google Scholar
• Treiman R., Broderick V., Tincoff R., Rodriguez K. Children's phonological awareness: Confusions between phonemes that differ only in voicing. Journal of Experimental Child Psychology 1998; 68: 3–21
   PubMed Web of Science ®Google Scholar
• Troia G. A. Phonological awareness intervention research: A critical review of the experimental methodology. Reading Research Quarterly 1999; 34: 28–52
   Web of Science ®Google Scholar
• University of Queensland Health & Rehabilitation Clinic. University of Queensland Phonological Awareness for Literacy (UQPAL) programme. University of Queensland, Department of Speech Pathology and Audiology, St. Lucia, Brisbane 2000
   Google Scholar
• Varnhagen C. K., Boechler P. M., Steffler D. J. Phonological and orthographic influences on children's vowel spelling. Scientific Studies of Reading 1999; 3: 363–379
   Google Scholar
• Wagner R. K., Torgesen J. K. 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
• Williams J. P. Teaching decoding with an emphasis on phoneme analysis and phoneme blending. Journal of Educational Psychology 1980; 72: 1–15
   PubMed Web of Science ®Google Scholar