References

The research and information presented in this website was gathered from the following journal articles:

Gillon, G. (2000). The efficacy of phonological awareness intervention for children with

spoken language impairment. Language, Speech and Hearing Services in Schools,

31(2), pp 126-142

Hadley, P., Simmerman, A., Long, M., Luna, M. (2000). Facilitating language development

for inner-city children: Experimental evaluation of a collaborative, classroom based

intervention. Language, Speech and Hearing Services in Schools, 31(3), pp. 280-295

Hatcher, P., Hulme, C., & Snowling, M. (2004). Explicit phoneme training combined with

phonic reading instruction helps young children at risk of reading failure. Journal of

Child Psychology and Psychiatry, 45(2), pp 338-358

Hesketh, A., Adams, C., Nightingale, C., & Hall, R. (2000). Phonological awareness therapy

and articulatory training approaches for children with phonological disorders: a

comparative outcome study. International Journal of Language and Communication

Disorders, 35(3), pp 337-354

Lovett, M., Lacerenza, L., & Borden, S. (2000). Putting struggling readers on the PHAST

track: A program to integrate phonological and strategy-based remedial reading

instruction and maximise outcomes. Journal of Learning Disabilities, 33(5), pp 458-

477

Roth, F., Troia, G., Worthington, C., & Ayala Dow, K. (2002). Promoting awareness of

sounds in speech: An initial report of an early intervention program for children

with speech and language impairments. Applied Psycholinguistics, 23, pp 535-

565.

Additional information and materials sourced from:

Paul, R. (2001). Language disorders from infancy through adolescence: Assessment and

intervention (2^nd ed.). St. Louis: Mosby. For age development norms.

Speech Pathology Australia (2004) http://www.speechpathologyaustralia.org.au For glossary information.

Merriam-Webster Online Dictionary (2004) http://www.wordcentral.com For glossary information.

Last updated 18/10/05