791
Views
2
CrossRef citations to date
0
Altmetric
Articles: Eminent Researcher Award, Learning Difficulties Australia, 2012

Confessions and reflections of the black sheep of the learning disabilities field

Pages 63-77 | Received 15 Aug 2012, Accepted 15 Aug 2012, Published online: 03 Oct 2012

References

  • Abu Rabia , S. and Siegel , L.S. 2002 . Reading, syntactic, orthographic and working memory skills of bilingual Arabic-English speaking children . Journal of Psycholinguistic Research , 31 : 661 – 678 .
  • Abu Rabia , S. and Siegel , L.S. 2003 . Reading skills in three orthographies: The case of Trilingual Arabic-Hebrew-English speaking Arab children . Reading and Writing , 16 : 611 – 634 .
  • Barwick , M.A. and Siegel , L.S. 1996 . Learning difficulties in adolescent clients of a shelter for runaway and homeless street youths . Journal of Research on Adolescence , 6 : 649 – 670 .
  • Chan , C. K. K. and Siegel , L.S. 2001 . Phonological processing in reading Chinese among normally achieving and poor readers . Journal of Experimental Child Psychology , 80 : 23 – 43 .
  • Chiappe , P. , Hasher , L. and Siegel , L.S. 2000 . Working memory, inhibitory control and reading disability . Memory and Cognition , 28 : 8 – 17 .
  • DaFontoura , H.A. and Siegel , L.S. 1995 . Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children . Reading and Writing: An Interdisciplinary Journal , 7 : 139 – 153 .
  • D'Angiulli , A. and Siegel , L.S. 2003 . Cognitive functioning as measured by the WISC-R: Do children with LD have distinctive patterns of performance? . Journal of Learning Disabilities , 36 : 48 – 58 .
  • D'Angiulli , A. and Siegel , L.S. 2004 . Schooling, socioeconomic context and literacy development . Educational Psychology , 24 : 867 – 883 .
  • D'Angiulli , A. , Siegel , L.S. and Maggi , S. 2004 . Literacy instruction, SES and word-reading achievement in English-language learners and children with English as a first language: A longitudinal study . Learning Disabilities Research & Practice , 19 : 202 – 213 .
  • D'Angiulli , A. , Siegel , L.S. and Serra , E. 2002 . The development of reading in English and Italian in bilingual children . Applied Psycholinguistics , 22 : 479 – 507 .
  • Denton , C. 2012 . SSSR Listserve. June 25
  • British Columbia Ministry of Education . Firm foundations n.d., Retrieved August 1, 2012, from http://www.publications.gov.bc.ca
  • Fletcher , J. 2012 . UH expert stresses early intervention for learning disabled kids. Houston Chronicle July 3. Retrieved August 1, 2012, from http://www.chron.com/news/houston-texas/article/Intense-intervention-key-to-helping-3676263.php
  • Gardner , H. 2006 . Multiple intelligences: New horizons , New York : Basic Books .
  • Hale , J. , Alfonso , V. , Berninger , V. , Bracken , B. Christo , C. 2010 . Critical issues in Response-To-Intervention, comprehensive evaluation and specific learning disabilities identification and intervention: An expert white paper consensus . Learning Disabilities Quarterly , 33 : 223 – 236 .
  • Ho , F.C. and Siegel , L.S. 2012 . Identification of sub-types of students with learning disabilities in reading and its implications for Chinese word recognition and instructional methods in Hong Kong primary schools . Reading and Writing: An Interdisciplinary Journal , 25 : 1547 – 1571 .
  • Jiménez , J.E. , Siegel , L.S. , O'Shanahan , I. and Ford , L. 2009 . The relative roles of IQ and cognitive processes in reading disability . Educational Psychology , 29 : 27 – 43 .
  • Jimenez , J.E. , Siegel , L.S. and Rodrigo Lopez , M. 2003 . The relationship between IQ and reading disabilities in English-speaking Canadian and Spanish children . Journal of Learning Disabilities , 36 : 15 – 23 .
  • Lesaux , N.K. , Rupp , A.A. and Siegel , L.S. 2007 . Growth in reading skills of children from diverse linguistic backgrounds: Findings from a five-year longitudinal study . Journal of Educational Psychology , 99 : 821 – 834 .
  • Lesaux , N.K. and Siegel , L.S. 2003 . The development of reading in children who speak English as a second language . Developmental Psychology , 39 : 1005 – 1019 .
  • Lesaux , N.K. , Vukovic , R.K. , Hertzman , C. and Siegel , L.S. 2007 . Context matters: The interrelatedness of early literacy skills, developmental health, and community demographics . Education and Early Development , 18 : 497 – 518 .
  • Lipka , O. and Siegel , L.S. 2007 . The development of reading skills in children with English as a second language . Scientific Studies of Reading , 11 : 105 – 131 .
  • Lipka , O. and Siegel , L.S. 2010 . The improvement of reading skills of L1 and ESL children using a Response to Intervention (RTI) Model . Psicothema , 22 : 963 – 969 .
  • Lipka , O. and Siegel , L.S. 2012 . The development of reading comprehension skills in children learning English as a second language . Reading and Writing: An Interdisciplinary Journal , 25 : 1873 – 1898 .
  • McBride , H. and Siegel , L.S. 1997 . Learning disabilities and adolescent suicide . Journal of Learning Disabilities , 30 : 652 – 659 .
  • Nicholson , R. , Fawcett , A.J. , Moss , H. and Nicolson , M.K. 1999 . Early reading intervention can be effective and cost-effective . British Journal of Educational Psychology , 69 : 47 – 62 .
  • Passolunghi , M. and Siegel , L.S. 2001 . Short-term memory, working memory and inhibitory control in children with difficulties in arithmetic problem solving . Journal of Experimental Child Psychology , 80 : 44 – 57 .
  • Passolunghi , M.C. and Siegel , L.S. 2004 . Working memory and access to numerical information in children with disability in mathematics . Journal of Experimental Child Psychology , 88 : 348 – 367 .
  • Shafrir , U. and Siegel , L.S. 1994a . Preference for visual scanning strategies versus phonological rehearsal in university students with reading disabilities . Journal of Learning Disabilities , 27 : 583 – 588 .
  • Shafrir , U. and Siegel , L.S. 1994b . Subtypes of learning disabilities in adolescents and adults . Journal of Learning Disabilities , 27 : 123 – 134 .
  • Siegel , L.S. 1988a . Definitional and theoretical issues and research on learning disabilities . Journal of Learning Disabilities , 21 : 264 – 266 .
  • Siegel , L.S. 1988b . Evidence that IQ scores are irrelevant to the definition and analysis of reading disability . Canadian Journal of Psychology , 42 : 201 – 215 .
  • Siegel , L.S. 1989a . IQ is irrelevant to the definition of learning disabilities . Journal of Learning Disabilities , 22 : 469 – 478 .
  • Siegel , L.S. 1989b . Why we do not need intelligence test scores in the definition and analyses of learning disabilities . Journal of Learning Disabilities , 22 : 514 – 518 .
  • Siegel , L.S. 1991 . The identification of learning disabilities: Issues in psychoeducational assessment . Education and Law Journal , 3 : 301 – 313 .
  • Siegel , L.S. 1992 . An evaluation of the discrepancy definition of dyslexia . Journal of Learning Disabilities , 25 : 618 – 629 .
  • Siegel , L.S. 1993 . Phonological processing deficits as the basis of a reading disability . Developmental Review , 13 : 246 – 257 .
  • Siegel , L.S. 1994 . Working memory and reading: A life-span perspective . International Journal of Behavioral Development , 17 : 109 – 124 .
  • Siegel , L.S. 1995 . Does the IQ God exist? . The Alberta Journal of Educational Research , 41 : 283 – 288 .
  • Siegel , L.S. 1999 . Issues in the definition and diagnosis of learning disabilities: A perspective on Guckenberger v. Boston University . Journal of Learning Disabilities , 32 : 304 – 319 .
  • Siegel , L.S. 2008 . Morphological awareness skills of English language learners and children with dyslexia . Topics in Language Disorders , 28 : 15 – 27 .
  • Siegel , L.S. 2009 . “ Remediation of reading difficulties in English language learning students ” . In How children learn to read , Edited by: Pugh , K. and McCardle , P. 275 – 288 . New York : Psychology Press .
  • Siegel , L.S. 2011 . “ Reducing reading difficulties in English L1 and L2: Early identification and intervention ” . In Dyslexia across languages: Orthography and the brain-gene-behavior link , 294 – 304 . Baltimore, MD : Paul H. Brookes Publishing .
  • Siegel , L.S. Understanding dyslexia and other learning disabilities , University of British Columbia: Pacific Educational Press . in press
  • Siegel , L.S. and Faux , D. 1989 . Acquisition of certain grapheme-phoneme correspondences in normally achieving and disabled readers . Reading and Writing: An Interdisciplinary Journal , 1 : 37 – 52 .
  • Siegel , L.S. and Himel , N. 1998 . Socioeconomic status, age and the classification of dyslexics and poor readers: The dangers of using IQ scores in the definition of reading disability . Dyslexia , 4 : 90 – 104 .
  • Siegel , L.S. and Linder , B.A. 1984 . Short term memory processes in children with reading and arithmetic learning disabilities . Developmental Psychology , 20 : 200 – 207 .
  • Siegel , L.S. and Ryan , E.B. 1984 . Reading disability as a language disorder . Remedial and Special Education , 5 : 28 – 33 .
  • Siegel , L.S. and Ryan , E.B. 1988 . Development of grammatical sensitivity, phonological and short-term memory skills in normally achieving and learning disabled children . Developmental Psychology , 24 : 28 – 37 .
  • Siegel , L.S. and Ryan , E.B. 1989a . The development of working memory in normally achieving and subtypes of learning disabled children . Child Development , 60 : 973 – 980 .
  • Siegel , L.S. and Ryan , E.B. 1989b . Subtypes of developmental dyslexia: The influence of definitional variables . Reading and Writing: An Interdisciplinary Journal , 1 : 257 – 287 .
  • Siegel , L.S. and Smythe , I.S. 2008 . “ The importance of phonological processing rather than IQ discrepancy in understanding adults with reading disorders ” . In Adult learning disorders: Contemporary issues , Edited by: Wolf , L.E. , Schreiber , H.E. and Wasserstein , J. 275 – 300 . N.Y. Psychology Press .
  • So , D. and Siegel , L.S. 1997 . Learning to read Chinese: Semantic, syntactic, phonological and working memory skills in normally achieving and poor Chinese readers . Reading and Writing: An Interdisciplinary Journal , 9 : 1 – 21 .
  • Sprenger-Charolles , L. , Siegel , L.S. and Béchennec , D. 1998 . Phonological mediation and semantic and orthographic factors in silent reading in French . Scientific Studies of Reading , 2 : 3 – 29 .
  • Sprenger-Charolles , L. , Siegel , L.S. and Bonnet , P. 1998 . Reading and spelling acquisition in French: The role of phonological mediation and orthographic factors . Journal of Experimental Child Psychology , 68 : 134 – 165 .
  • Stanovich , K.E. and Siegel , L.S. 1994 . Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model . Journal of Educational Psychology , 86 : 24 – 53 .
  • Stuebing , K.K. , Barth , A.E. , Molfese , P.J. , Weiss , B. and Fletcher , J.M. 2009 . IQ is not strongly related to response to reading instruction: A meta-analytic interpretation . Exceptional Children , 76 : 31 – 51 .
  • Tal , N.F. and Siegel , L.S. 1996 . Pseudoword reading errors of poor, dyslexic and normally achieving readers on multisyllable pseudowords . Applied Psycholinguistics , 17 : 215 – 232 .
  • Tal , N.F. , Siegel , L.S. and Maraun , M. 1994 . The role of question type and reading ability in reading comprehension . Reading and Writing: An Interdisciplinary Journal , 6 : 387 – 402 .
  • Tanaka , H. , Black , J.M. , Hulme , C. , Stanley , L.M. , Kesler , S.R. Whitfield-Gabrieli , S. 2011 . The brain basis of the phonological deficit in dyslexia is independent of IQ . Psychological Science , 22 : 1442 – 1451 .
  • Vellutino , F.R. , Scanlon , D.M. and Lyon , G.R. 2000 . Differentiating between difficult-to-remediate and readily remediated poor readers . Journal of Learning Disabilities , 33 : 223 – 238 .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.