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Bøker


Badian, N. A. (2000). Prediction and Prevention of Reading Failure. Baltimore: York Press.

Catts, H. W. & Kamhi, A. G. (2005). Language and Reading Disabilites. New York: Pearson Education, Inc.

Disabilities. From Identification to Intervention. New York: The Guilford Press.

Flanagan, D. P. & Alfonso, V. C. (2011). Essentials of Specific Learning Disability Identification. Hoboken: John Wiley & Sons.Pugh, K. & McCardle, P. (2009). How Children Learn to Read. New York: Psychology Press.

Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning

Foorman, B. R. (Ed.) (2003). Preventing and Remediating Reading Difficulties. Baltimore: York Press.

Høien, T. & Lundberg, I. (2000). Dysleksi - fra teori til praksis. Oslo: Gyldendal Norsk Forlag.

Lundberg I. (2010). Läsningens psykologi och pedagogik. Stockholm & Kultur.

Pennington, B. (2009). Diagnosing Learning Disorders. A Neuropsychological Framework. London: The Guilford Press.

Shaywitz, S. (2003). Overcoming Dyslexia. New York: Alfred A. Knopf.

Snowling, M. J. & Hulme, C. (Eds.) (2005). The Science of Reading. A Handbook. Oxford: Blackwell Publishing.

Artikler


Gertsen et al. (2009). Assisting Students Struggling with Reading. Institute of Education, U.S. Department of Education. http://ies.ed.gov/ncee/wwc/pdf/practice_guides/rti

National Reading Report (2000). Child Health and Human Development. U.S. Department of Education.
https://www.nichd.nih.gov/research/supported/Pages

Slavin et al. (2010). Effective Programs for Struggling Readers: A Best Evidence Synthesis. Institute of Education, U.S. Department of Education. http://www.bestevidence.org/word/strug_read_Jun_02

Høien-Tengesdal, I. (2010). Is the Simple View of Reading too Simple? Scandinavian Journal of Educational Research, 54,451-469.

Høien-Tengesdal, I. & Høien, T. (2012). The Reading Efficiency Model: And extension of the Componential Model of Reading. Journal of Learning Disabillities, 45, 467-479.

Høien-Tengesdal, I. & Tønnessen, F. E. (2011). The Relationship between phonological skills and word decoding. Scandinavian Journal of Psychology, 52, 93-103.