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«DOCUMENT RESUME ED 363 732 CE 064 960 AUTHOR Fowler, Anne E.; Scarborough, Hollis S. TITLE Should Reading-Disabled Adults Be Distinguished from Other ...»

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Byrne, B. (1992). Studies in the acquisition procedure for reading: Rationale, hypotheses and data. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading Acquisition (pp. 1-34). Hillsdale, Nj: Erlbaum.

Byrne, B., & Ledez, J. (1983). Phonological awareness in reading-disabled adults.

Australian Journal of Psychology, 35(2), 185-197.

Carr, T., & Pollatsek, A. (1985). Recognizing printed words: A look at current models. In D. Besner, T. G. Waller, & G. E. MacKinnon (Eds.), Reading

researcb: Advances in tbeory and practice (pp. 1-82). Orlando, FL:

Academic Press.

Chall, J., Heron, E., & Hilferty, A. (1987). Adult literacy: New and enduring problems. Phi Delta Ka/pan, 69(3), 190-196.

Chall, J. S. (1987). The importance of instruction in reading methods for all teachers. In Intimacy with language: A forgotten basic in teacber education (pp. 15-32). Baltimore, MD: Orton Dyslexia Society.

TECHNICAL REPORT T193-7 Chan, L K. S. (1991). Promoting strategy generalization through self-instructional training in students with reading disabilities. Journal of Learning Disabilities, 24, 427-433.

CheLser, B. (1982). ACLD committee survey of LD adults. ACLD Newsbrief, 145(1), 5.

Collette, M. A. (1979). Dyslexia and classic pathognomic signs. Perceptual and Motor Skills, 4$ 1055-1062.

Crain, S., & Shankweiler, D. (1988). Syntactic complexity and reading acquisition.

In A. Davison & G. Green (Eds.), Linguistic complexity and text comprehension: Readability issues reconsidered (pp. 167-192). Hillsdale, NJ: Lawrence Erlbaum.

Crowder, R. G., & Wagner, R. K. (1992). The psychology of reading (2nd ed.).

New York: Oxford University Press.

Curtis, M. (1980). Development of components of reading skill. Journal of Educational Psychology, 72, 656-669.

DeBettencourt, L., Zigmond, N., & Thornton, H. (1989). Follow-up of postsecondary-aged rural learning disabled graduates and dropouts.

Exceptional Children, 56, 40-49.

Decker, S. (1989). Cognitive processing rates among disabled and normal reading young adults: A nine year follow-up study. Reading and Writing: An InterdiscOlinary Journal, 2, 123-134.

Denckla, M. B., & Rudel, R. G. (1976). Rapid automatized names (RAN.): Dyslexia differentiated from other learning disabilities. Neuropsycbologia, 14, 471Duques, S. (1969). Grammatical deficiencies in writing: An investigation of learning disabled college students. Reading and Writing: An Interdisciplinary Journal, 2, 1-17.

Ehri, L C. (1992). Reconceptualizing the development of sight word reading and its relationship to decoding. In P. B. Gough, L C. Ehri, & R. Treiman (Eds.), Reading Acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.

Ellis, A. W. (1985). The cognitive neuropsychology of developmental (and acquired) dyslexia: A critical survey. Cognitive Neuropsycholm, 2, 169-205.

Felton, R. H., Naylor, C. E., & Wood, F. B. (1990). Neuropsychological profile of adult dyslexics. Brain and Language, 3 9, 485-497.

Fielding, L, Wilson, P., & Anderson, R. C. (1966). A new focus on free reading:

The role of trade books in reading instruction. In T. Raphael & R. Reynolds (Eds.), Contavts of literacy (pp. 149-160. New York: Longman.

Fingeret, A. (1984). Adult literacy education: current and future directions.

Columbus, OH: ERIC Clearinghouse on Adult Career and Vocational Education.

Finucci, J. M., Guthrie, J. T., Childs, A. L, Abbey, H., & Childs, B. (1976). The genetics of specific reading disability. Annals of Human Genetics, 40, 1-23.

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Finucci, J. M., Whitehouse, C. C., Isaacs, S. D., & Childs, B. (1964). Derivation and validation of a quantitative definition of specific reading disability for adults. Developmental Medicine and Child Neurology', 26, 143-153.

Fowler, A. E. (1988). Grammaticality judgments and reading skill in grade 2.

Annals of Dysleda, 38, 73-94.

Fowler, A. E. (1990). Factors contributing to performance on phonological awareness tasks. Haskins Laboratories Status Reports, 108/109, 1-17.

Fowler, A. E. (1991). How early phonological development might set the stage for phoneme awareness. In S. A. Brady & D. P. Shankweiler (Eds.), Phonological processes in literacy (pp. 97-117). Hillsdale, NJ: Erlbaum.

Frankenberger, W., & Fronzaglio, K. (1991). A review of states' criteria and procedures for identifying children with learning disabilities. Journal of Learning Disabilities, 24, 495-506.

Frauenheim, J. G. (1978). Academic achievement characteristics of adult males who were diagnosed as dyslexic in childhood. Journal of Learning Disabilities, 11, 476-483.

Frauenheim, J. G., & Heckerl, J. R. (1983). A longitudinal study of psychological and achievement test performance in severe dyslexic adults. Journal of learning Disabilities, 16, 339-347.

Frith, U. (1980). Unexpected spelling problems. In U. Frith (Ed.), Cognitive processes in spelling (pp. 495-515). London: Academic Press.

Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E.

Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia:

Neuropsycbological and cognitive studies of phonological reading (pp.

301-330). Hillsdale, NJ: Lawrence Filbaum.

Gerber, P. J., & Reiff, H. B. (1992). Speaking for themselves: Ethnographic interviews with adults witb learning disabilities. Ann Arbor: University of Michigan Press.

Gerber, P. J., Ginsberg, IL, & Reiff, H. B. (1992). Identifying alterable patterns in employment success for highly successful adults with learning disabilities.

Journal of Learning Disabilities, 25, 475-487.

Gitteknan, R., & Feingold, I. (1983). Children with reading disordets: I. Efficacy of

reading remediation. Journal of Child Psychology and Psychiatry, 24, 167Gleitman, L R., & Rozin, P. (1977). The' Itructure and acquisition of reading:

Relation between orthography and the structured language. In A. S. Reber & D. L. Scarborough (Eds.), Toward a psychology of reading (pp. 1-53).

Hillsdale, NJ: Lawrence Eribaum.

Goodman, K. S. (1967). Reading: A psycholinguistic guessing game. Journal of tbe Reading Specialist, 6, 126-135.

TECHNICAL REPORT T193-7 Gottesman, R., Bernont, L, & Kaminer, R. (1975). Admission and follow-up status of reading disabled children referred to a medical clinic. Journal of Learning Disabilities, $ 642-650.

Gottesman, R. L (1992). Literacy and adults with severe learning difficulties.

Journal of tbe National Association for Adults with Special Learning Needs (WAASIN), 2, 48-53.

Gough, P. B. (1983). Context, form and interaction. In K. Rayner (Ed.), Eye movements in leading: Perceptual and language processes (pp. 203-211).

San Diego, Ck. Academic Press.

Gough, P. B., & Hillinger, M. L (1980). Learning to read: An unnatural act.

Bulletin of tbe Orton Society, 30, 179-196.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading, and reading disability.

Remedial and Special Education, Z 6-10.

Gough, P. B., & Walsh, M. (1991). Chinese, Phoenicians, and the orthographic cipher of English. In S. Brady & D. Shankweiler (Eds.), Phonological processes in literacy (pp. 199-209). Hillsdale, NJ: Lawrence Erlbaum.

Gross-Glenn, K., Jallad, B., Novoa, L., Helgren-Lempesis, V., & labs, H. A. (1990).

Nonsense passage reading as a diagnostic aid in the study of adult familial dyslexia. Reading and Writing: An InterdiscOlinaty Journal, 2, 161-173.

Hallahan, D. P., & Kauffman, J. M. (1978). Categories, labels, behavioral characteristics: ED, LD, and EMR reconsidered. Journal of Special Education, 11, 139-147.

Holt-Ochsner, L. K., & Manis, F. R. (1992). Automaticity training for dyslexics: An experimental study. Annals of Dysleria, 42, 222-241.

Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing An IntenliscOlinary Journal, 2, 127-160.

Horn, C. C., & Manis, F. R. (1987). Development of automatic and speeded processing of word meaning. Journal of Experimental Child 'Psychology, 44, 92-108.

Horn, W. F., O'Donnell, J. P., & Vitulano, L. D. (1983). Long-term follow-up studies of learning disabled persons. Journal of Learning Disabilities, 16, 542-555.

Hurford, D. P. (1990). Training phonemic segmentationability with a phonemic discrimination intervention in second- and third-grade children with reading disabilities. Journal of Learning Disabilities, 23, 564-569.

Jorm, A., & Share, D. (1983). Phonological recoding and reading acquisition.

Applied Psycholinguistics, 4, 103-147.

Jorm, A. F., Share, D. L., Maclean, R., & Matthews, R. (1986). Cognitive factors at school entry predictive of specific reading retardation and general reading backwardness: A research note. Journal of Child Psychology and Psychiatry, 27, 45-55.

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Juel, C., Griffith, P., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255.

Kean, M. L. (1984). The question of linguistic anomaly in developmental dyslexia. Annals of Dyslexia, 34, 138-151.

Kirsch, I., & Guthrie, J. T. (1977-78). The concept and measurement of functional literacy. Reading Research Quarterly 13, 485-507.

Kitz, W. R., & Tamer, S. G. (1989). Comparison of dyslexic and nondyslexic adults on decoding and phoneme awareness tasks. Annals of Dyslexia, 39, 196-205.

Lewkowicz, N. (1987). On the question of teaching decoding skills to older students. Journal of Reading, 31, 50-57.

Liberman, I. Y., Rubin, H., Duques, S., & Carlisle, J. (1985). Linguistic abilities and spelling proficiency in kindergartners and adult poor spellers. In D. Gray & J. Kavanagh (Eds.), Biobehavioral measures of dyslexia (pp. 163-176).

Parkton, MD: York Press.

Liberman, L Y., Shankweiler, D., Camp, L, Blachman, B., & Werfelman, M. (1980) Steps toward literacy: A linguistic approach. In P. Levinson & C. Sloan (Eds.), Auditory processing and language: C7inical and research perspectives. New York: Grune & Stratton.

Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.

Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability (pp. 1-34). Ann Arbor, MI: University of Michigan Press.

Lieberman, L M. (1987). Is the learning disabled adult really necessary? Journal of Learning Disabilities, 20, 64.

Lovett, M. W. (1987). A developmental approach to reading disability: Accuracy and speed criteria or normal and deficient reading skill. Child Development, 5g 234-260.

Lovett, M. W. (1991). Reading, writing, and remediation; Perspectives on the dyslexic learning disability from remedial outcome data. Learning and Individual Differences, 3, 295-305.

Lovett, M. W., Benson, N. J., & Olds, J. (1990). Individual difference predictors of treatment outcome in the remediation of specific learning disability.

Learning and Individual Dtfferences, 2, 287-314.

TECHNICAL REPORT TR93-7 Lovett, M. W., Warren-Chaplin, P. M., Ransby, M. J., & Borden, S. L (1990).

Training the word recognition skills of reading disabled children: Treatment and transfer effects. Journal of Educational Psychology, 82, 769-780.

Lundberg, I., Frost, J., & Petersen, 0. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 264-284.

Malcolm, C. B., Polatallco, H. J., & Simons, J. (1990). A descriptive study of adults with suspected learning disabilities. Journal of Learning Disabilities, 23, 518-520.

Mann, V. (1991). Are we taking too narrow a view of the conditions for development of phonological awareness? In S. A. Brady & D. P. Shankweiler (Eds.), Pbonolo,gical Processes in Literacy (pp. 55-64).

Hillsdale, NJ:


Mann, V. A., & Liberman, I. Y. (1984). Phonological awareness and verbal shortterm memory. Journal of Learning Disabilities, 1Z 592-599.

McCall, R. B., Evahn, C., & Kratzer, L (1992). High school underachievers: What do tbey achieve as adults? Newbury Park: Sage Publications.

McCue, P. M., Shelley, C., & Goldstein, F. (1986). Intellectual, academic, and neuropsychological performance levels in learning disabled adults. Journal of Learning Disabilities, 19, 233-236.

McGill-Franzen, A. (1987). Failure to learn to read: Formulating a policy problem. Reading Researcb Quarterly, 22, 475-490.

Mercer, C. D., Hughes, C., & Mercer, A. R. (1985). Learning disabilities definitions used by state education departments. Learning Disability Quarterly, 8, 45Miles, T. R. (1986). On the persistence of dyslexic difficulties into adulthood. In G. T. Pavlidis & D. F. Fisher (Eds.), Dyslexia: Its neuropsychology and treatment (pp. 149-163). New Yoric7John Wiley & Sons.

Miller, G. A. (1988). The challenge of universal literacy. Science, 241, 1293-1299.

Minskoff, E. H., Hawks, K, Steidle, E. F., & Hoffman, F. J. (1989). A homogeneous group of persons with learning disabilities: Adults with severe learning disabilities in vocational rehabilitation. Journal of Learning Disabilities, 2g 521-528.

Moore, D., Hyde, A., Blair, K., & Weitzman, S. (1981). Student classification and the right to read Chicago IL: Designs for Change.

Morais, J., Cary, L, Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323-331.

Morice, R. & Slaghuis, W. (1985). Language performance and reading ability at 8 years of agc. Applied Psycbolinguistics, 6, 141-161.

Morrison, F. J. (1987). The nature of reading disability: Toward an integrative framework. In S. J. Ceci (Ed.), Handbook of cognitive, social, and


neuropsycbological avects of learning disabilities (pp. 33-62). Hillsdale NJ:


Mullins, I. V. S., & Jenkins, L B. (1990). The reading report card, 1971-88:

Trends from tbe nations report cani Washington, DC: U.S. Department of Education.

Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Reseatvb Quanerly, 20, 233-253.

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