Skip to: content | navigation

The ASHA Leader Online

 

References

see also: Main Story

American Speech-Language-Hearing Association. (2000). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents: Guidelines and technical report. Rockville, MD: ASHA.

Bochner, S., Price, P., & Jones, J. (1997). Child language development: Learning to
talk. London: Whurr.

Britton, J. (1992). Language and learning: The importance of speech in children's
development (2nd. Ed.). Portsmouth, NH: Heinemann.

Fillmore, L. W., & Snow, C. E. (2000). What teachers need to know about language
[Electronic version]. Washington, DC: Department of Education.

Kaderavek, J. N., & Sulzby, E. (2002). Issues in emergent literacy for children with
language impairments. In L. R. Watson, E. R. Crais, & T. L. Layton (Eds.), Handbook of
early language impairment in children: Assessment and treatment (pp. 199-244).
Canada: Delmar Thompson Learning.
 
Kamhi, A.G. (2003, April 15). The role of the SLP in improving reading fluency. The
ASHA Leader, 8( 7), 6-8.
 
Kavale, K. A., & Reese, J. H. (1991). Teacher beliefs and perceptions about learning
disabilities: A survey of Iowa practitioners. Learning Disability Quarterly, 14, 141-160.

Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the
structures of spoken and written language. Annals of Dyslexia, 44, 164-169.

Moats. L. C., & Lyon, R. G. (1996). Wanted: Teachers with knowledge of language.
Topics in Language Disorders, 16(2), 73-86.

Raban, B. (2001). Talking to think, learn, and teach. In P. G. Smith (Ed.), Talking
classrooms: Shaping children's learning through oral language instruction (pp. 27-41).
Newark, DE: International Reading Association.



©1997-2008 American Speech-Language-Hearing Association - Copyright Notice and Legal Disclaimer