+ All Categories
Home > Documents > REFERENCES - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/44090/14/14_references.pdf ·...

REFERENCES - Shodhgangashodhganga.inflibnet.ac.in/bitstream/10603/44090/14/14_references.pdf ·...

Date post: 17-Dec-2018
Category:
Upload: dinhkhanh
View: 213 times
Download: 0 times
Share this document with a friend
19
147 REFERENCES AIIMS Comprehensive Neuropsychological Battery in Hindi (adult form). New Delhi: All India Institute of Medical Sciences. Akpan, A. A. (1991). A path-analysis model of mathematics problem- solving for secondary school students. Indian Educational Review, 26, 30-45. Annett, M. (1973). Laterality of Childhood hemiplegia and the growth of speech and intelligence. Cortex, 9, 4-33. Ashcraft, M.H. & Faust, M.w. (1992). Mathematics anxiety and mental arithmetic performance: In D.C. Geary (1993) Mathematical disabilities: Cognitive Neuropsychological and Genetic Components. Psychological Bulletin, 2, 345-362. Bakker, D.J. (1979). Hemispheric differences and reading strategies: Two dyslexias? Bulletin of the Orton Society, 29, 84-100. Balow, I.H. (1964). Reading and computation ability as determinants of problem solving. The Arithmetic Teacher, 11, 18-22. Barnes, M.A., Pengelly, S., Dennis, M., Wilkinson, M., Roger, T. & Faulkner, H. (2002). Mathematics skills in good readers with hydrocephalus. Journal of the International Neuropsychological Society, 8, 72-82. Barnes, M.A., Pengelly, S., Dennis, M., Wilkinson, M., Rogers, T., Faulkner, H. (2002). Mathematics skills in good readers with hydrocephalus. Journal of the International Neuropsycho- logical Society, 8, 72-82. Baron, J. (1979). Orthographic and word specific mechanisms in Children's reading of words. Child Development, 50,60-72. Bartolome, P., Bachoud-Levi, AC., Chokron, S. & Degos, J. D. (2002). Visually and motor based knowledge of letters: Evidence from a pure alexic patient. Neuropsychologia, 40, 1363-1371.
Transcript

147

REFERENCES

AIIMS Comprehensive Neuropsychological Battery in Hindi (adult form). New Delhi: All India Institute of Medical Sciences.

Akpan, A. A. (1991). A path-analysis model of mathematics problem­solving for secondary school students. Indian Educational Review, 26, 30-45.

Annett, M. (1973). Laterality of Childhood hemiplegia and the growth of speech and intelligence. Cortex, 9, 4-33.

Ashcraft, M.H. & Faust, M.w. (1992). Mathematics anxiety and mental arithmetic performance: In D.C. Geary (1993) Mathematical disabilities: Cognitive Neuropsychological and Genetic Components. Psychological Bulletin, 2, 345-362.

Bakker, D.J. (1979). Hemispheric differences and reading strategies: Two dyslexias? Bulletin of the Orton Society, 29, 84-100.

Balow, I.H. (1964). Reading and computation ability as determinants of problem solving. The Arithmetic Teacher, 11, 18-22.

Barnes, M.A., Pengelly, S., Dennis, M., Wilkinson, M., Roger, T. & Faulkner, H. (2002). Mathematics skills in good readers with hydrocephalus. Journal of the International Neuropsychological Society, 8, 72-82.

Barnes, M.A., Pengelly, S., Dennis, M., Wilkinson, M., Rogers, T., Faulkner, H. (2002). Mathematics skills in good readers with hydrocephalus. Journal of the International Neuropsycho­logical Society, 8, 72-82.

Baron, J. (1979). Orthographic and word specific mechanisms in Children's reading of words. Child Development, 50,60-72.

Bartolome, P., Bachoud-Levi, AC., Chokron, S. & Degos, J. D. (2002). Visually and motor based knowledge of letters: Evidence from a pure alexic patient. Neuropsychologia, 40, 1363-1371.

148

Basser, L.S. (1962). Hemiplegia of early onset and the faculty of speech with special reference to the effects of hemispherectomy. Brain, 85,427-460.

Batchelor, E.S., Kixmiller, J.S., & Dean, R.S. (1990). Neuro­psychological aspects of reading and spelling performance in children with learning disabilities. Developmental Neuropsychology, 6, 183-192.

Bayti, J.L., & Sodi, P. (1995). Reading Test. Lucknow: Ankur Psychological Agency.

Beck, I.L., Perfetti, CA, & McKeown, M.G. (1982). The effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.

Bond, G.L., & Wagner, F.B. (1966). Teaching the Child to Read, New York: Macmillan.

Bransford, J.D., & Johnson, M.K. (1972). Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behaviour, 11, 717-726.

Brauer, BK, Swe rd I off, R.S., Miller, B.L., Geschwind, D.H., Razani, J., Lee, A., Gaw-Gonzalo I., Haddal, A., Rankin, K., Lu, P., & Paul, L. (2001). Neuropsychological profiles of adults with Klinefelter syndrome. Journal of the International Neuropsychological Society, 7, 446-456.

Buchanan, L., Kiss, I., & Burgess, C. (2000). Phonological and semantic information in word and non-word reading in a deep dyslexic patient. Brain and Cognition, 43, 65-68.

Busch, R.F. (1975). Family characteristics reading achievement. Education, 92,71-75.

Calloway, E. (1975). Brain electrical potentials and individual psychological differences. New York: Grune & Stratton.

149

Campbell, J.I.D., & Clark, J.M. (1988). An encoding - complex view of cognitive number processing: Comment on McCloskey, Sokol, and Goodman (1986). Journal of Experimental Psychology General, 117,204-214.

Campbell, J.ID., & Clark, J.M. (1992). Cognitive number processing: An encoding-complex perspective. In J.I.D. Campbell (Ed.), The nature and origins of mathematical skills (pp. 457-491). North-Holland.: Elsevier.

Campbell, J.I.D., & Oliphant, M. (1992). Representation and retrieval of arithmetic facts: A network - interference model and. simulation. In J.I.D. Campbell (Eds.), The nature and origins of mathematical skills. (pp. 331-364). North Holland: Elsevier.

Cardoso-Martins, C., & Pennington, B.F. (2001). What is the contribution of rapid serial naming to reading and spelling ability? Evidence from children and adolescents with and without reading difficulties. [Online] Psicologia Reflexao e critica, 14, 387-397. Abstract from Psyc INFO Item: 2002/01-2002106.

Carroll, J.M., & Snowling, M.J. (2004) .. Language and phonological skills in children at high risk of"reading difficulties. Journal of Child Psychology Psychiatry, 45, 631-640.

Catts, H.w., Fey, M.E., Zhang, X., & Tomblin, J.B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific-Studies of Reading, 3, 331-361.

Chan, C.K., & Siegel, L.S. (2001). Phonological processing in reading Chinese among normally achieving and poor readers. Journal of Experimental Child Psychology, 80, 23-43.

Chomsky, N. (1980). Rules and representations. Oxford: Blackwell.

Clark, J.M., & Campbell, J.I.D. (1991). Integrated versus modular theories of number skills and acalculia. Brain and Cognition, 17, 204-239.

Coltheart, M. (2000). Deep dyslexia is right-hemisphere reading. Brain and Language, 71,299-309.

150

Cosky, M.J. (1976). The role of letter recognition in word recognition. Memory and Cognition, 4, 207-14.

Cossu, G., da-Prati, E., & Marshall, J.C. (1995). Deep dyslexia and the right hemisphere hypothesis: spoken and written language after extensive left hemisphere lesion in a 12-year-old boy. Cognitive Neuropsychology, 12, 391-407.

Coull (1956). In Srivastava, R.P. (1988). Reading ability and school achievement, New Delhi: Commonwealth.

Courcy, A., Beland, R., & Pitchford N.J. (2000). Phonological awareness in French - speaking chiidren at risk for reading disabilities. Brain and Cognition, 43, 124-130.

Dalton, J.C. (1976). The relationship between the Wechsler Intelligence Scale for Children and Reading Disability. In Dissertation Abstracts International, 36, 7849A.

Dash, V.N., Kantha, S.K., & Dash, M. (1999). Cognitive patterns of good and poor readers varying in intelligence. Indian Psychological Review, 52 & 53, 109-122.

Dehaene, S. (1992). Varieties of numerical abilities. Cognition, 44, 1-42.

DeHirch, K., & Jansky, J. (1970). Kindergarten Protocols of failing readers. In D. Boer's Reading Diagnosis and Evaluation, pp. 135-142, New York, Del: IRA.

Delahaie, M., Billard, C., Calvet, C., Tichet, J., Gillet, P., & Vol, S. (2000). Precocious meta-phonological disturbances, developmental dyslexia and illiteracy: Is there is a functional link? [online] Approche Neuropsychologique des Apprentissages Chez 1 Enfant, 11, 43-49. Abstract from PsycCINF Item: 2001/12.

Delazer, M., Girelli, l., Semenza, C., & Denes, G. (1999). Numerical skills and aphasia. Journal of International Neuropsychological Society, 5, 213-221.

151

Deloche, G., Seron, X" Larroque, C., & Magnien, C. (1994). Calculation and number processing: Assessment Battery: Role ot demographic tactors. Journal of Clinical and Experimental Neuropsychology, 16, 195-208. .

Demont, E., & Gombert, J.E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66, 315-332.

Denckla, M.B. (1996). Biological correlates of learning and attention: What is relevant to learning disability and attention - deficit hyperactivity disorder? Journal of Developmental and Behavioral Pediatrics, 17,114-119.

Deo, P. (1976). Acquisitions of algebraic concepts in the pupils of grades VI-VIII in relation to sex, grades, and intelligence. Indian Educational Review, 11,70-79.

Dojle, A.E., & Faraone, S.v. (2001). Learning disabilities and executive dysfunction in boys with attention - deficit! hyperactivity disorder. Neuropsychology, 15, 544-556.

Done, D.J., & Miles, T.R. (1978). Learning, memory and dyslexia. In M.M. Gruneberg, P.E. Morris and R.N. Sykes (eds.), Practical aspects of memory. London: Academic Press.

Done, D.J., & Miles, T.R. (1978). Learning memory and dyslexia. In P.J. Hampson and P.E. Morris. Understanding cognition (1996) (p. 223), Oxford: Blackwell.

Downing (1975). In Srivastava, R.P. (1988), Reading ability and school achievement, (p.12) New Delhi: Commonwelath.

Eagle, E. (1948). The relationship of certain reading abilities to success in mathematics. The Mathematics Teacher, 41, 175-179.

Ellis, AW. (1984). Introduction to Barmwell's (1897) case of word meaning deafness. Cognitive Neuropsychology, 1, 245-258.

Ellis, A.W. (1993). Reading, writing and dyslexia: A cognitive analysis (2nd eds.) London: Weidenfeld and Nicolson.

Ellis, AW., & Young, A.W. (1988). neuropsychological. London: Lawrence Ltd.

152

Human cognitive Erlbaum Associates

Fayol, M., Barrouillet, P., & Marinthe, C. (1998). Predicting arithmetical achievement from neuropsychological performance: A longitudinal study. Cognition, 68, B63-B70.

Felton, R.H., Naylor, C.E., & Wood, F.B. (1990). Neuropsychological profile of adult dyslexics. Brain and Language, 39,485-497.

Feng, G., Miller, K., Shu, H., & Zhang, H. (2001). Rowed to recovery: The use of phonological and orthographic information in reading Chinese and English. Journal of Experimental Psychology: Learning, Memory and Cognition, 27, 1079-1100.

Francis, H. (1984). Children's knowledge of orthography in learning to read. British Journal of Educational Psychology, 54, 8-23.

Frith, U. (1985). The usefulness of the concept of unexpected reading failure: Comments on 'Reading retardation revisited. British Journal of Developmental Psychology, 3, 15-17.

Funnell, E. (1983). Phonological processes in reading: New evidence from acquired dyslexia. British Journal of Psychology, 74, 159-180.

Fuson, K.C., & Kwon, Y (1992). Korean Children's understanding of multi-digit addition and subtraction. Child Development, 63, 491-506.

Gagne, R.M. (1970). The conditions of learning, Holt, Rinehart and Winston.

Gibson, E.J., Pick, A.D., Osser, H.T. & Hammond, M. (1962). The role of grapheme - phoneme correspondences in the perception of words. American Journal of Psychology, 75, 554-570.

Golden, C.J., & Berg, R.A. (1983). Interpretation of the Luria­Nebraska neuropsychological battery by item intercorrelation: The arithmetic scale. International Journal of Clinical Neuropsychology, 5, 122-127.

153

Goldstein, S.H., & Obrzut, J.E. (2001). Neuropsychological treatment of dyslexia in the classroom setting. Journal of Learning Disabilities, 34, 276-285.

Graham, N.A., & Kershner, J.R. (1996). Reading styles in children with dyslexia: a neuropsychological evaluation of modality preference on the reading style inventory. Learning Disability Quarterly, 19,233-240.

Gray, E.M. (1991). An analysis of diverging approaches to simple arithmetic: Preference and its consequences. Educational Studies in Mathematics, 22,551-574.

Gupta, S., Khandelwal, SK, Tondon, P.N., Maheswari, M.C., Mehta, U.S., Sundaram, K.R. Mahapatra, A.K., & Jain, S. AIIMS Comprehensive Neuropsychological Battery in Hindi (Adult form). New Delhi: All India Institute of Medical Sciences.

Haberlandt, K.F., Graesser, A.C., & Schneider, N.J. (1989). Reading strategies of fast and slow readers. Journal of Experimental Psychology: Learning, Memory and Cognition, 15,815-823.

Hanley, J., & Sklar, B. (1976). Electroencephalographic correlates of developmental reading dyslexias: computer analysis of recordings from normal and dyslexic children. In G. Leisman (Ed.), Basic visual processes and learning disability. Springfield, IL: Charles C. Thomas.

Hansen, CW. (1943). Factors associated with superior and inferior achievement in problem solving in sixth-grade, quoted in Dechant and Smith's 'Psychology in Teaching Reading, (p. 315), Prentice-Hall, Inc.

Harper, R.J.C. (1957). Reading and arithmetic reasoning. Alberta Journal of Educational Research, 20, 81-86.

Hartje, W. (1987). The effect of spatial disorders on arithmetical skills. In G. Deloche and X. Seron (Eds.) Mathematical disabilities: A cognitive Neuropsychological Perspective (p.p. 121-135). Hillsdale, N.J.: Erlbaum.

154

Hasenstab, M.S. & Schoeny, Z. (1982). Auditory processing. In M.S. Hasenstab & J. Horner (Eds.), Comprehensive, intervention with hearing impaired infants and preschool children. Rockville, Md: Aspen Systems Corporation.

Healy, A.F. (1976). Detection errors on the word 'the' : Evidence for reading units larger than letters. Journal of Experimental Psychology: Human Perception and Performance, 2, 235-242.

Hess, R.D., Azuma, H., Kashiwagi, K., Dickson, W.P., Nagano, S., Holloway, S., Miyake, K., Price, G., Hatano, G., & McDevitt, T. (1986). Family influences on school readiness and achievement in Japan and the United States: An overview of a longitudinal study. In H. Stevenson, H. Azuma and K. Hakuta (Eds.), Child Development and Education in Japan (pp. 147-166), New York: Freeman.

HobGood, l.D.J. (1979). An examination of the WISC subtest scores as correlates of reading achievement. Dissertation Abstracts International, 39, 7151 A.

Horn, W.F., & Donnell, J.P. (1984). Early identification of learning disabilities: A comparison of two methods. Journal of Educational Psychology, 76, 1106-1118.

Husen, T. (1977). International study of achievement in mathematics: A comparison of twelve countries (Vol. 2). Stockholm, Sweden: Almqvist and Wiksell.

Inhoff, A.W., Connie, C., Eiter, B., Radach, R. & Heller, D. (2004). Phonological representation of words in working memory during sentence reading, Psychological Bulletin Review, 11, 320-325.

Isakson, R.l., & Miller, J.w. (1976). Sensitivity to syntactic and semantic cues in good and poor comprehenders. Journal of Educational Psychology, 68,787-792.

Jacklin, C.N. (1989). Female and male: Issues of gender. American Psychologist,44,127-133.

155

Jordan, N.C., Hanich, L.B., & Kaplan, D. (2003). A longitudinal study of mathematical competencies in children with specific mathematics difficulties versus children with comorbid mathematics and reading difficulties. Child Development, 74, 834-850.

Kappers, E.J. (1990). Neuropsychological treatment of highly gifted dyslexic children. European Journal for High Ability, 1,64-71.

Kaufmann, l., Montanes, P., Jacquier, M., Matallana, D., Eibl, G., & Delazer, M. (2002). About the relationship between basic numerical processing and arithmetics in early Alzheimer's disease a follow up study. Brain and Cognition, 48,398-405.

Kintsch, W. (1974). The representation of meaning in memory. New York: John Wiley

Kintsch, W., & VanDijk, TA (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363-394.

Kirby, J.R., & Gordon, C.J. (1988). Text segmenting and comprehension: Effects of reading and information processing abilities. British Journal of Educational Psychology, 58, 287-300.

Klicpera, C., & Klicpera, B.G. (2001). Does intelligence make a difference? Spelling and phonological readiness in specific and nonspecific reading / spelling disabilities. [on line] Z Kinder Jugendepsy-Chiatr Psychother, 29, 37-49. Abstract from: Medline: Pub Med 11234551.

Krishna, K.P., & Agrawal, V.R. (1983). Reading ability and Intelligence. Indian Educational Review, 18, 33-39.

Kumar, S., & Sen, A. (1977). Effectiveness of programmed method on arithmetical performance in middle students in relation to level of scholastic achievement. Asian Journal of Psychology and Education, 2, 15-20.

156

Lanier, R.J., & Davis, A.P. (1972). Developing comprehension through teacher-made questions. The Reading Teacher, 26, 153-167.

Larsen, J., Baynes, K., & Swick, D. (2004). Right hemisphere reading mechanisms in a global alexic patient. Neuropsychologia, 42, 1459-1476.

Leavell, C., & Lewandowski, L. (1990). Neurolinguistic deficits and the left hemisphere in the reading disabled. Developmental Neuropsychology, 6, 319-337.

Lessenger (1925). In Srivastava, R.P. (1988), Reading ability and school achievement. (p. 38), New Delhi: Commonwealth.

Levine, M.D. (1987). Developmental variation and learning disorders. Cambridge, M.A.: Educators Publishing Service.

Light, J.G., & Defries, J.C. (1995). Comorbidity of reading and mathematics disabilities. Genetic and environmental etiologies. Journal of Learning Disabilities, 28, 96-106.

Lopez, M.R., & Gonzalez, J.E.J. (1999). An analysis of the word naming errors of normal readers and reading disabled children in Spanish. Journal of Research in Reading, 22, 180-197.

Luria, A.R. (1976). The neuropsychology of memory. New York: John Wiley & Sons.

Mandler, J.M., & Johnson, N.S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111-151.

Manelis, L. (1974). The effect of meaningfulness in tachistoscopic word recognition. Perception and Psychophysics, 16, 183-192.

Manning, E.J. (1977). Intelligence and reading achievement of black disadvantaged tenth grade students. Dissertation Abstracts International, 36, 7916A.

157

McClelland, J.L. (1976). Preliminary letter identification in the perception of words and non-words. Journal of Experimental Psychology: Human Perception and Performance, 2, 80-91.

McClelland, J.L., & Johnston, J.C. (1977). The role of familiar units in perception of words and non-words. Perception and Psychophysics, 22,249-261.

McClelland, J.L., & Rumelhart, D.E. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of basic findings. Psychological Review, 88, 375-407.

McCloskey, M, Sokol, S.M., & Goodman, R.A. (1986). Cognitive processes in verbal number production: Inferences from the performance of brain-damaged subjects. Journal of Experimental Psychology: General, 115, 307-330.

McCloskey, M. (1992). Cognitive mechanisms in numerical processing: Evidence from acquired dyscalculia. Cognition, 44, 107-157.

McCloskey, M. Aliminosa, D., & Sokol, S.M. (1991). Facts, rules, and procedures in normal calculation: Evidence from multiple single patient studies of impaired arithmetic fact retrieval. Brain and Cognition, 17, 154-203.

McCloskey, M., & Lindemann, A.M. (1992). MATHNET: Preliminary results from a distributed model of arithmetic fact retrieval. In J.I.D. Campbell (Ed.), The nature and origins of mathematical skils (pp. 365-409). Amsterdom: Elsevier.

McCloskey, M., Caramazza, A., & Basili, A. (1985). Cognitive mechanisms in number processing and calculation: Evidence from dyscalculia. Brain and Cognition, 4,171-196.

McCloskey, M., Macaruso, P., & Whetstone, T. (1992). The functional architecture of numerical processing mechanisms: Defending the modular model. In J.I.D. Campbell (Ed.), The nature and origins of mathematical skills (pp. 493-537). Amsterdam: North­Holland.

158

McKeon, M.G. Beck I.L., Omanson, R.C., & Pople, M.T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.

Metsala, J.L. (1999). The development of phonemic awareness in reading disabled children. Applied Psycholinguistics, 20, 149-158.

Metsala, J.L., Stanovich, K.E., & Brown, G.D.A. (1998). Regularity effects and the phonological deficit model of reading disabilities: A meta-analytic review. Journal of Educational Psychology, 9, 279-293.

Michel, F., & Andreewsky, E. (1983). Deep dysphasia: An analogue of deep dyslexia in the auditory modality. Brain and Language, 18,212-223.

Miellet, S., & Sparrow, L. (2004). Phonological codes are assembled before word fixation: Evidence from boundary paradigm in sentence reading. Brain and Language, 90,299-310.

Mitchell, D.C. (1982). The process of reading. Chichester: J. Wiley.

Miura, I. T., & Okamoto, Y. (1989). Comparisons of U.S. and Japanese first graders' cognitive representation of number and understanding of place value. Journal of Educational Psychology, 81, 109-113.

Mix, K.S., Levine, S.C., & Huttenlocher, J. (1999). Early fraction calculation ability. Developmental Psychology, 35, 164-174.

Mordkowitz, E.R., & Ginsburg, H.P. (1987). Early academic socialization of successful Asian American College students. Quarterly Newsletter of the Laboratory for Comparative Human Cognition, 9, 85-91.

Muth, KD. (1984). Solving arithmetic word problems: Role of reading and computational skills. Journal of Educational Psychology, 76,205-210.

159

Naito, M., & Miura, H. (2001). Japanese children's numerical competencies: Age and schooling related influences on the development of number concepts and addition skills. Developmental Psychology, 37, 217-230.

Nation, K., & Snowling, M. (1997). Assessing reading difficulties: the validity and utility of current measures of reading skill. British Journal of Educational Psychology, 67, 359-370.

Neville, H., Mehler, J., Newport, E., Werker, J. F. and McClelland, J. (2001). Language. Developmental Science, 4, 293-312.

Noel, M.P., & Seran, X (1993). Arabic number reading deficit: A single case study or when 236 is read (2306) and judged superior to 1258. Cognitive Neuropsychology, 10, 317-339.

Noel, M.P., & Seran, X. (1992). Notational constraints and number processing: Reappraisal of Gonzalez and Kolers (1982) Study. Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 45, 451-478.

Olson, A.V. (1966). School achievement, reading ability, and specific visual perception skills in the third grade. The Reading Teacher, 19,490-492.

Olson, L.A. (2001). Quantitative EEG features of precociously reading children. Dissertation Abstracts - International: Section - B: The Sciences and Engineering, 61, 3896.

Pace, A.J., & Golinkoff, R.N. (1976). Relationship between word difficulty and access of single - word meaning by skilled and less skilled readers. Journal of Educational Psychology, 68, 760-767.

Palincsar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension - fostering and comprehension - monitoring activities, Cognition and Instruction, 1, 117-175.

Pancholi, J.H. (2001). An investigation into anxiety, reading ability, personality and sex of the pupils as predictors of mathematical

160

conceptual understanding. Journal of Education and Psychology, 59, 20-26.

Pandey, R.P., & Singh, R.A. (1978). A correlational study of school examination mark, intelligence and achievement scores. Asian Journal of Psychology and Education, 3, 6-8.

Parikh, V. (1979). Effect of content and vocabulary on reading speed and comprehending of primary school children. Indian Educational Review, 14, 122-128.

Park, H.S., Bauer, S.C., & Sullivan, L.M. (1998). Gender differences among top performing elementary school students in mathematical ability. Journal of Research and Development in Education, 31, 133-141.

Parmar, R.S., Cawley, J.F., & Frazita, R.R. (1996). Word Problem­solving by students with and without mild disabilities. Exceptional Children, 62,415-429.

Patterson, K.E. (1982). The relation between reading and phonological coding: Further neuropsychological observations. In AW. Ellis (ed.), normality and pathology in cognitive functions. London: Academic Press.

Pavilidis, G.T. (1981). Do eye movements hold the key to dyslexia? Neuropsych%gia, 19,57-64.

Pearson, P., & Spiro, R. (1980). Toward a theory of reading comprehension instruction. Topics in Language disorders, 1, 71-88.

Pearson, p.o., Hansen, J., & Gordon, G. (1979). The effect of background knowledge on young children's comprehension of explicit and implicit information. Journal of Reading Behaviour, 11,201-210.

Perfetti, C.A. (1985). Reading Ability, Oxford: Oxford University Press.

Piaget, J., & Inhelder, B. (1975). The origin of the idea of chance in children. Routledge: Kegan Paul.

161

Plaza, M., & Cohen, H. (2003). The interaction between phonological processing, syntactic awareness, and naming speed in the reading and spelling performance of first - grade children. Brain and Cognition, 53,287-292.

Porpodas, C.D. (1999). Patterns of phonological and memory processing in beginning readers and spellers of Greek. Journal of Learning Disabilities, 32, 406-416.

Powell, D.H. (1997). Comment on computerized assessment of arithmetic computation skills with Microcog. Journal of the International- Neuropsychological Society, 3, 200.

Rangappa, K.T. (1993). Effect of reading ability on mathematical performance. Psycho-Lingua, 23, 25-30.

Rasanen, P., & Ahonen, T. (1995). Arithmetic disabilities with and without reading difficulties: A comparison of arithmetic errors. Development Neuropsychology, 11, 275-295.

Raven, J.C., Court, J.H. & Raven, J. (1983). Standard Progressive Matrices. London: H.K. Lewis & Co. Ltd.

Rayner, K. (1978). Eye movements in reading and information processing. Psychological Bulletin, 85,618-660.

Reicher, G.M. (1969). Perceptual recognition as a function of meaningfulness of stimulus material. Journal of Experimental Psychology, 81,274-280.

Richman, L.G. (1983). Language - learning disability: Issues, research and future directions. In M. Wolraich and O.K. Routh (Eds.) Advances in developmental and behavioral pediatrics, (Vol. 4, pp. 87-107). Greenwich, CT: JAI Press.

Rickard, T.G., Healy, A.C., & Bourne, L.E. Jr. (1994). On the cognitive structure of basic arithmetic skills: Operation, order, and symbol transfer effects. Journal of Experimental Psychology: Learning, Memory and Cognition, 20, 1139-1153.

162

Rourke, B.P., & Finlayson, MAJ. (1978). Neuropsychological significance of variations in patterns of academic performance: Verbal and visual-spatial abilities. Journal of Abnormal Child Psychology, 6, 121-133.

Rourke, B.P., & Strang, J.D. (1978). Neuropsychological significance of variations in patterns of academic performance: Motor, psychomotor, and tactile-perceptual abilities. Journal of Pediatric Psychology, 3, 62-66.

Schlagal, R.C. (1989). Constancy and change in spelling development. Reading Psychology, 10,207-232.

Sen, J.M. (1949). Training in mathematics Vocabulary, 24, 62-65.

Shah, J.H. (1981). "A comparative study of some personal and psychological variables and reading comprehension," Journal of Education and Psychology, 39, 110-114.

Shankweiler, D., & Crain, S. (1986). Language mechanisms and reading disorder. Cognition, 24, 139-168.

Shivananda, D.S., & Usha, G.P. (1985). Reading ability of over and under achievers. Indian Educational Review, 20, 95-100.

Showling, M. (1987). Dyslexia: A cognitive developmental perspective. Oxford, England: Basil Blackwell.

Shywitz, S.E. (1996). Dyslexia. Scientific American, 275, 98-104.

Siok, W.T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37, 886-99.

Smith, F. (1975). Comprehension and Learning. Toronto: Holt, Rinehart and Winston.

Sokol, S.M., McCloskey, M., Cohen, N.J., & Aliminosa, D. (1991). Cognitive representations and processes in arithmetic: Inferences from the performance of brain-damaged subjects.

163

Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 355-376.

Song, M.J., & Ginsburg, H.P. (1987). The development of informal and formal mathematics thinking in Korean and U.S. Children. Child Development, 58, 1286-1296.

Spiers, P .A. (1987). Acalculia revisited: Current issues. In G. Deloche, & X. Seron (Eds.) Mathematical disabilities: A cognitive neuropsychological perspective (pp.1-25), Hillsdale, NJ: Erlbaum.

Sprenger-Charolles, L, Siegel, L.S., Bechennec, D., & Serniclaes, W. (2003). Development of phonological and orthographic processing in reading aloud in silent reading, and in spelling: a four year longitudinal study. Journal of Experimental Child Psychology, 84, 194-217.

Sprugevica, I., & Hoien, T. (2003). Early phonological skills as a predictor of reading acquisition: A follow-up study from kindergarten to the middle of grade 2. Scandinavian Journal of Psychology, 44,119-124.

Srivastava, A.K. (1969). Reading ability and Underachievement. Indian Educational Review, 4, 116-122.

Srivastava, R.P. (1989). Relationship of reading ability with general mental ability, socio-cultural status and school achievement, Indian Educational Review, 24, 102-106.

Stanovich, K.E. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16,32-71.

Stenager, E.; Knudsen, L., & Jensen, K. (1994). Multiple sclerosis: methodological aspects of cognitive testing. Acta Neurologica Belgica, 94,53-56.

Sternberg, R.J. (1985). Beyond 1.0.: A triarchic theory of human intelligence. Cambridge: Cambridge University Press.

l64

Stevenson, H.w., Lee, S-Y., & Stigler, J.W. (1986). Mathematics achievement of Chinese, Japanese and American Children, Science, 231, 593-699.

Stothard, S.E., & Hulme, C. (1992). Reading comprehension difficulties in children: The role of language comprehension and working memory skills. Reading and Writing, 4, 245-256.

Stuart, M. (1995). Prediction and qualitative assessment of five and six- year-old children's reading: A longitudinal study. British Journal of Educational Psychology, 65, 287-296.

Swanson, H.L. (1993). Executive processing in learning disabled readers. Intelligence, 17,117-149.

Swanson, H.L. (1999). Reading comprehension and working memory in learning disabled readers: Is the phonological loop more important than the executive system? Journal of Experimental Child Psychology, 72, 1-31.

Swanson, H.L., & Trahan, M. (1996). Learning disabled and average readers' working memory and comprehension: does meta cognition play a role? British Journal of Educational Psychology, 66, 333-355.

Swanson, H.L., Mink, J., & Bocian, K.M. (1999). Cognitive processing deficits in poor readers with symptoms of reading disabilities and ADHD: More alike than different? Journal of Educational Psychology, 91, 321-333.

Taranopal, L., & Taranopal, M. (1977). Introduction to Neuropsychology. In L. Taranopol & M. Taranopal (Eds.) Brain function and reading disabilities. Baltimore: University Park Press.

Taylor, K. I., & Regard, M. (2003). Language in the right cerebral hemisphere: Contributions from Reading Studies [online),18, 257-261. Abstractfrom: Medline: Pub Med 14614161.

Triggs, F.O., Cartee, J.K., Binks, V., Foster, D., & Adams, NA (1954). The relationship between specific reading skills and

165

general ability at the elementary and junior - senior high school levels. Educational and Psychological Measurement, 14, 176-185.

Wagner, R.K., & Torgesen, J.K. (1987). The nature of phonological processing and its casual role in the acquisition of reading skills. Psychological Bulletin, 101,192-212.

Warrington, E.K. (1982). The fractionation of arithmetic skills: A single case study. Quarterly Journal of Experimental Psychology, 34A, 31-51.

Whittington, J. (1988). Large verbal-nonverbal ability differences and underachievement. British Journal of Educational Psychology, 58,205-211.

Willich, Y., Prior, M., Cumming, G., & Spanos, T. (1988). Are disabled readers delayed or different? An approach using an objective miscue analysis. British Journal of Educational Psychology, 58, 315-325.

Yuill, N., & Oakhill, J. (1991). Children's problems in text comprehension. Cambridge, England: Cambridge University Press.

Zhou, X., & Marslen - Wilson, W. (2000). The relative time course of semantic and phonological activation in reading Chinese. Journal of Experimental Psychology: Learning, Memory and Cognition, 26, 1245-1265.


Recommended