Training on learning disabilities

for parents and teachers.

New strategies and methodologies

and ICT contribution.

2015-1-ES01-KA201-015806

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Diğerkaynaklar (kitaplar, degiler, kaynakçalistesi, denemeler, basılıımateryaller)

  • Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
  • American Optometric Association. (2004). The use of tinted lenses and colored overlays for the treatment of dyslexia and other related reading and learning disorders. St. Louis, MO: Author. Retrieved on June 12, 2005,
  • www.aoa.org/documents/TintedLenses.pdf
  • Aylward, E.H., Richards, T.L., Berninger, V.W., Nagy, W.E., Field, K.M., Grimme, A.C., et al. (2003). Instructional treatment associated with changes in brain activation in children with dyslexia. Neurology, 61, 212-219.
  • Blachman, B.A., Schatschneider, C., Fletcher, J.M., Francis, D.J., Clonan, S.M., Shaywitz, et al. (2004). Effects of intensive reading remediation for second and third graders and a 1-year follow-up. Journal of Educational Psychology, 96, 444-461.
  • Booth, J.R., &Burman, D.D. (2001).Development and disorders of neurocognitive systems for oral language and reading. Learning Disability Quarterly, 24, 205-215.
  • Catts, H.W., &Kamhi, A.G. (2005). Language and reading disabilities (2nd ed.). Boston: Pearson.
  • Deutsch, G.K., Dougherty, R.F., Bammer, R., Siok, W.T., Gabrieli, J.D., &Wandell, B. (2005). Children's reading performance is correlated with white matter structure measured by diffusion tensor imaging. Cortex, 41, 354-363.
  • Francis, D.J., Shaywitz, S.E., Stuebing, K.K., Shaywitz, B.A., & Fletcher, J.M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88, 3-17.
  • Heim, S., &Keil, A. (2004).Large-scale neural correlates of developmental dyslexia. European Child & Adolescent Psychiatry, 13, 125-140.
  • Iovino, I., Fletcher, J.M., Breitmeyer, B.G., &Foorman, B.R. (1998). Colored overlays for visual perceptual deficits in children with reading disability and attention deficit/hyperactivity disorder: Are they differentially effective? Journal of Clinical & Experimental Neuropsychology, 20, 791-806.
  • Joseph, J., Noble, K., & Eden, G. (2001).The neurobiological basis of reading. Journal of Learning Disabilities, 34, 566-579.
  • Lyon, G.R., Shaywitz, S.E., &Shaywitz, B.A. (2003).Defining dyslexia, comorbidity, teachers' knowledge of language and reading. Annals of Dyslexia, 53, 1-14.
  • Morris, R.D., Stuebing, K.K., Fletcher, J.M., Shaywitz, S.E., Shankweiler, D.P., Katz, L., et al. (1998). Subtypes of reading disability: Variability around a phonological core. Journal of Educational Psychology, 90, 347-373.
  • National Institute of Child Health and Human Development.(2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00- 4769). Washington, DC: U.S. Government Printing Office.
  • Papanicolaou, A.C., Pugh, K.R., Simos, P.G., &Mencl, W.E. (2004) Functional brain imaging: An introduction to concepts and applications. In P. McCardle& V. Chhabra (Eds.), The voice of evidence in reading research. Baltimore: Paul H. Brooks.
  • Rayner, K., Foorman, B.R., Perfetti, C.A., Pesetsky, D., & Seidenberg, M.S. (2001).How psychological science in-forms the teaching of reading. Psychological Science in the Public Interest, 2(2), 31-74.
  • Richards, T.L. (2001). Functional magnetic resonance imaging and spectroscopic imaging of the brain: Application of the fMRI and fMRS to reading disabilities and education. Learning Disability Quarterly, 24, 189-203.
  • Shaywitz, B.A., Shaywitz, S.E., Pugh, K.R., Mencl, W.E., Fulbright, R.K., Skudlarksi, P., et al. (2002). Disruption of posterior brain systems for reading in children with developmental dyslexia. Biological Psychiatry, 52, 101-110.
  • Shaywitz, S.E. (1996). Dyslexia. Scientific American, 275(5), 98-104.
  • Shaywitz, S.E., Fletcher, J.M., Holahan, J.M., Shneider, A.E., Marchione, K.E., Stuebing, K.K., et al. (1999). Persistence of dyslexia: The Connecticut Longitudinal Study at adolescence. Pediatrics, 104, 1351-1359.
  • Shaywitz, B.A., Shaywitz, S.E., Blachman, B.A., Pugh, K.R., Fulbright, R.K., Skudlarski, P., et al. (2004). Development of left occipitotemporal systems for skilled reading in children after a phonologically-based intervention. Biological Psychiatry, 55, 926-933.
  • Shaywitz, S.E., Shaywitz, B.A., Fletcher, J.M., & Escobar, M.D. (1990). Prevalence of reading disability in boys and girls: Results of the Connecticut Longitudinal Study. Journal of the American Medical Association, 264, 998-1002.
  • Shaywitz, S.E., Shaywitz, B.A., Fulbright, R.K., Skudlarski, P., Mencl, W.E., Constable, R.T., et al. (2003). Neural systems for compensation and persistence: Young adult outcome of childhood reading disability. Biological Psychiatry, 54, 25-33.
  • Shaywitz, S.E., Shaywitz, B.A., Pugh, K.R., Fulbright, R.K., Constable, R.T., Mencl, W.E., et al. (1998). Functional disruption in the organization of the brain for reading in dyslexia. Proceedings of the National Academy of Sciences, 95, 2636-2641.
  • Snow, C.E., Burns, M.S., & Griffin, P. (Eds.).(1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  • Torgesen, J.K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities Research & Practice, 15, 55-64.
  • Torgesen, J.K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
  • Torgesen, J.K., Rashotte, C.A., & Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Ed.), Dyslexia, fluency, and the brain. Timonium, MD: York.
  • Wagner, R.K., &Torgesen, J.K. (1987).The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.
  • Ziegler, J.C., &Goswami, U. (2005).Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.