scholarly journals The Effects of Video Self-Modeling on the Decoding Skills of Children at Risk for Reading Disabilities

2013 ◽  
Vol 28 (3) ◽  
pp. 142-154 ◽  
Author(s):  
Sandra M. Ayala ◽  
Rollanda O'Connor
Keyword(s):  
At Risk ◽  
Reading Disabilities ◽  
Children At Risk ◽  
Decoding Skills ◽  
Video Self Modeling

scholarly journals Early intervention for children at risk for reading disabilities: The impact of grade at intervention and individual differences on intervention outcomes.

2017 ◽  
Vol 109 (7) ◽  
pp. 889-914 ◽  
Author(s):  
Maureen W. Lovett ◽  
Jan C. Frijters ◽  
Maryanne Wolf ◽  
Karen A. Steinbach ◽  
Rose A. Sevcik ◽  
...  
Keyword(s):  
At Risk ◽  
Individual Differences ◽  
Early Intervention ◽  
Reading Disabilities ◽  
Children At Risk ◽  
The Impact

Early Identification of Children At Risk for Reading Disabilities

1994 ◽  
Vol 27 (6) ◽  
pp. 371-382 ◽  
Author(s):  
David P. Hurford ◽  
Joel D. Schauf ◽  
Tammy Blaich ◽  
Kraig Moore ◽  
Larry Bunce
Keyword(s):  
At Risk ◽  
Early Identification ◽  
Reading Disabilities ◽  
Children At Risk

A Longitudinal Study of Kindergarten Children At Risk for Reading Disabilities

2011 ◽  
Vol 44 (5) ◽  
pp. 421-430 ◽  
Author(s):  
John K. McNamara ◽  
Mary Scissons ◽  
Naomi Gutknecth
Keyword(s):  
At Risk ◽  
Longitudinal Study ◽  
Reading Disabilities ◽  
Kindergarten Children ◽  
Children At Risk

Facilitating Phonological Awareness

1991 ◽  
Vol 22 (4) ◽  
pp. 196-203 ◽  
Author(s):  
Hugh W. Catts
Keyword(s):  
At Risk ◽  
Phonological Awareness ◽  
Training Program ◽  
Reading Disabilities ◽  
Intervention Programs ◽  
Clinical Expertise ◽  
Children At Risk ◽  
Awareness Training ◽  
Integral Role ◽  
Phonological Awareness Training

Research demonstrates that the facilitation of phonological awareness is an important component of intervention programs for children at-risk for reading disabilities. In this paper, the principles and techniques that should be considered in designing a phonological awareness training program are discussed. It is argued that speech-language pathologists have the training and clinical expertise, as well as the opportunity to play an integral role in the development and implementation of these programs.

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