Phonological awareness and working memory in children with phonological impairment
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Bowens, S. W. (2013). The relationship between using the scrambled words reading strategy and the vocabulary of struggling readers (Publication No. 3561169) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://search.proquest.com/openview/8efc03fc5cf773483bf0f8846386a992/1?pq-origsite=gscholar&cbl=18750&diss=y
McCormack, J., McLeod, S., McAllister, L., & Harrison, L. J. (2009). A systematic review of the association between childhood speech impairment and participation across the lifespan. International Journal of Speech-Language Pathology, 11(2), 155-170. https://doi.org/10.1080/17549500802676859
McCutcheon, C. A. (2013). Examining the effectiveness of the corrective reading program for special education and non-special education students (Publication No. 3578710) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://search.proquest.com/openview/020b85141c186acc0155b87226962b8e/1?pq-origsite=gscholar&cbl=18750&diss=y
Sampson, M. B., Szabo, S., Falk-Ross, F., Foote, M. F., & Linder, P. E. (2006). Multiple Literacies in the 21st Century: The twenty-eighth yearbook: A peer reviewed publication of the college reading association, 2006. [Papers from the College Reading Association Conference, 2005]. College Reading Association. https://files.eric.ed.gov/fulltext/ED512603.pdf
Simmons, K. D., & Carpenter, L. B. (2010). Spelling and assistive technology: Helping students with disabilities be successful writers. Physical Disabilities: Education and Related Services, 29(2), 5-19. https://eric.ed.gov/?id=EJ955433
Seo, E.-Y. (2023). Differences in Development of Activities, Participation during School Age (1st to 4th grade) According to Speech Sound Ability in Pre-school Age. Communication Sciences & Disorders, 28(4), 749–760. https://doi.org/10.12963/csd.231004