Article writing homework help. Literature Review Paper
Title: Most Effective Interventions for Phonological Processing for School-Aged Children with Dyslexia.
Research Questions:
- Why should speech language pathologists address phonological awareness in school-aged children with dyslexia?
- How do phonological processing interventions help school-aged children with dyslexia with their pragmatic communication?
- How does phonological processing interventions affect orthographic principles for school-aged children with dyslexia?
Hypothesis: Phonological awareness is key in literacy success. Dyslexia has been defined as a “deficit on the phonological component of language.” Speech language pathologists have the expertise to help others understand how to develop phonological skills and how to overcome a deficit when it is impeding reading ability.
Resources:
Adolf, S.M. & Hogan T.P. (2028). Understanding dyslexia in the context of developmental language disorders. Language, Speech, and Hearing Services in Schools, 49, 762-773.
American Speech-Language-Hearing Association (2001). Roles and responsibilities of speech-language pathologist with respect to reading and writing in children and adolescents. Retrieved from ASHA.org: http://www.asha.org/policy/PS2001-00104.htm
Bell, D., & Westberg, L. (2009). What works: An introductory teacher guide for early language and emergent literacy instruction. Based on the National Early Literacy Panel Report. Louisville, Kentucky: National Center for Family Literacy.
Catts, H.W., Fey, M.E., Zhang, X., & Tombin, J.B. (2001). Estimating the risk of future reading difficulties in kindergarten children. Language, speech, and hearing services in schools.
Elbro, C., & Pallesen, B.R. (2002). The quality of phonological representations and phonological awareness: A causal link. Precursors of functional literacy, 11, 17-31.
Foss, B. (2013). The dyslexia empowerment plan. New York: Ballantine Books.
Hogan, T.P. (2018). Five ways speech language pathologists can positively impact children with dyslexia. Language, Speech, and Hearing Services in Schools, 49, 902-905.
Hogan, T., Catts, H.W., & Little, T. (2005). The Relationship Between Phonological Awareness and Reading: Implications for the Assessment of Phonological Awareness. Language, Speech, and Hearing Services in Schools, 36, 285–293.
Graham, S., MacArthur, C.A., Fitzgerald, J. (2013). Best practices in writing instruction, Second edition, Guilford Press: NYC
Graham, S., Harris, K.R., & McKeown, D. (2013). The writing of students with LD and a meta-analysis of SRSD writing intervention studies: Redux. In L. Swanson, K.R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (2nd ed., pp. 405-438). New York, NY: Guilford Press.
International Dyslexia Association, Board of Directors. (2012). Definition of dyslexia. Available from: https://dyslexiaida.org/definition-of-dyslexia/.
International Dyslexia Association. (2015). Dyslexia and the brain. Retrieved from: https://dyslexiaida.org/dyslexia-and-the-brain-fact-sheet/.
International Dyslexia Association (2018). Scarborough’s Reading Rope: A Groundbreaking Infographic. Retrieved from: https://dyslexiaida.org/scarboroughs-reading-rope-agroundbreaking-infographic/
Moats, L.C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Paul H. Brookes Publishing Co.
Nigro, L., Jimenez-Fernandez, G., Simpson I. C., & Defior, S. (2015). Implicit Learning of Written Regularties and Its Relation to Shallow Orthography. J Psycholinguist Res, 44(5), 571-585.
Ozemov-Paichik, O., Norton E.S., Sideridis G., Beach S.D., Wolf, M., Gaabriele, J.D.E., & Gaab, N. (2017). Longitudinal stability of pre-reading skills profiles of kindergarten children: implications for early screening and theories of reading. Developmental Science, 20, 1-18.
Perruchet, P., &Pacton, S. (2006). Implicit learning and statistical learning: one phenomenon, two approaches. Trends Cogn Sci, 10(5), 233-238.
Schuele, C. Melanie, and Donna Boudreau. “Phonological Awareness Intervention: Beyond the Basics.” Language, Speech, and Hearing Services in Schools, vol. 39, no.1, 2008, pp. 3-20., dio:10.1044/0161-1461(2008/002).
Shaywitz, S. (2005). Overcoming Dyslexia: A new and complete science-based program for reading problems at any level. New York: Vintage Books.
Ward-Lonegan, J.M. & Duthie J.K. (2018). The state of dyslexia: Recent legislation and guidelines for serving school-age children and adolescents with dyslexia. Language, Speech, and Hearing Services in Schools, 49, 810-816.
