The current state of science and the future of specific reading disability

Lyon, G. Reid; Chhabra, Vinita

doi:10.1002/(sici)1098-2779(1996)2:1<2::aid-mrdd2>3.0.co;2-x

Cited by 40 publications

(23 citation statements)

References 61 publications

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“…In response to failure to learn to read, many theorists and practitioners advocate beginning reading instruction early and intervening early when children do not make sufficient progress (Aram & Biron, 2004;Bishop, 2003;Coyne & Harn, 2006;Hintze, Ryan, & Stoner, 2003;Lyon & Chhabra, 1996;National Reading Panel, 2000;Paris & Hoffman, 2004;Schatschneider & Torgesen, 2004). The justification behind this approach appears to rest on three main lines of reasoning, each of which will be examined in turn.…”

Section: Evidence Relating To the Necessity Of Early Reading Instructionmentioning

confidence: 99%

School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA)

Suggate

2009

International Journal of Educational Research

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Section: Evidence Relating To the Necessity Of Early Reading Instructionmentioning

confidence: 99%

School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA)

Suggate

2009

International Journal of Educational Research

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“…Spanish-speaking children, for example, are twice as likely as non-Hispanic Whites to read below age level in English (Snow, Burns & Griffin, 1998), are more likely to drop out of high school than non-Hispanic Whites and Blacks (Federal Interagency Forum on Child and Family Statistics, 2002), and have lower literacy levels as adults than do other cultural groups (President's Advisory Commission on Educational Excellence for Hispanic Americans, 1996). This situation is of great concern because limited literacy has far-reaching consequences that impact not only children's success in U.S. schools, but also their overall well-being and their abilitiy to compete in society (Alexander, 1996;Lyon & Chhabra, 1996). As a result, there is a critical need to improve our understanding of key factors that influence bilingual children's literacy development-a process that begins before children attend school (Bialystok & Herman, 1999;McLane & McNamee, 1990 (Suarez-Orozco & Paez, 2002;Zentella, 2002).…”

mentioning

confidence: 99%

Home Literacy Experiences and Their Relationship to Bilingual Preschoolers’ Developing English Literacy Abilities

Hammer

Miccio

Wagstaff

2003

LSHSS

119

108

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Purpose-This study investigated the relationship between home literacy experiences and bilingual pre-schoolers' early literacy outcomes.Method-Forty-three Puerto Rican mother-child dyads recruited from Head Start programs in central Pennsylvania participated in this study of home literacy experiences and emerging English literacy abilities. The dyads were grouped according to whether the children had learned Spanish and English from birth (simultaneously; n = 28) or Spanish from birth and English in Head Start (sequentially; n = 15). Mothers of simultaneous and sequential learners were compared on the value they placed on literacy, press for achievement, the number of reading materials that were available in the home, and how often they read to their child. The children were compared on their scores on the Test of Early Reading Ability-2 (Reid, Hresko, & Hammill, 1991), which was given during the first and second years of their Head Start program.Results-Mothers of simultaneous and sequential learners differed with regard to mothers' press for achievement. No differences were found between the two groups with respect to the other measures. When the early literacy abilities of the two groups of children were assessed, all learners had comparable mean emergent reading scores. The mean literacy scores of the entire group of children were significantly lower at Year 2 as compared to Year 1.Clinical Implications-Although the children experienced literacy activities at home and in Head Start, it appears that children's literacy development would benefit from increased exposure to literacy materials and literacy events during the preschool years. Keywords preschoolers; bilingualism; Hispanic; literacy development; home literacy environment Becoming literate is a multifaceted skill that all children living in the United States must accomplish in order to be successful. The process becomes more complex when the language used in children's homes differs from the oral and written language they encounter in school. The experiences of bilingual Hispanic children who live in economically disadvantaged homes are even more multifaceted (August & Hakuta, 1997;McArthur, Contact author: Carol Scheffner Hammer, Department of Communication Disorders, 110 Moore Building, University Park, PA 16802-3101. cjh22@psu.edu. HHS Public Access Author manuscriptLang Speech Hear Serv Sch. Author manuscript; available in PMC 2015 August 27. Published in final edited form as:Lang Speech Hear Serv Sch. 2003 January ; 34: 20-30. doi:10.1044/0161-1461(2003. Author Manuscript Author ManuscriptAuthor ManuscriptAuthor Manuscript 1993). Statistics suggest that children whose first language is Spanish are at risk for poor literacy outcomes in U.S. schools. Spanish-speaking children, for example, are twice as likely as non-Hispanic Whites to read below age level in English (Snow, Burns & Griffin, 1998), are more likely to drop out of high school than non-Hispanic Whites and Blacks (Federal Interagency Forum on Child and Family Statistics, 2002), a...

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“…Whether dysphonology is the primary dysfunction or an epiphenomenon remains a source of debate (see Lyon and Chhabra [1996]). The work of Harm and Seidenberg [1999] raises the question, "Does phonology facilitate reading or vice versa?"…”

Section: Phonologic Coding In Working Memorymentioning

confidence: 99%

Specific reading disability: A multiplanar view

Shapiro

2001

Ment. Retard. Dev. Disabil. Res. Rev.

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The current state of science and the future of specific reading disability

Cited by 40 publications

References 61 publications

School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA)

School entry age and reading achievement in the 2006 Programme for International Student Assessment (PISA)

Home Literacy Experiences and Their Relationship to Bilingual Preschoolers’ Developing English Literacy Abilities

Specific reading disability: A multiplanar view

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