Lese- og skrivevansker
Bøker
Elliot, J. G. & Grigorenko, E. L. 2014. The dyslexia debate. Cambridge University press (hele boken, ca. 182 sider pensum)
+ Dorothy Bishops blog-kommentar til boken: My thoughts on the dyslexia debate (4 sider)
Kapitler i bøker
Kamhi, G. & H.W.Catts. 2011 Language and Reading Disabilities. (3rd edition). Boston: Pearson. Kap. 5 - 8 (106 sider)
Duke, N.K, Pressley, M., & Hilden, K. (2004). Difficulties with reading comprehension. I: C.A. Stone, E.R. Sillman, B.J. Ehren, & K. Apel (ed). Handbook of Language and literacy - Development and disorders, side 501 – 520. New York: The Guilford Press. (16 sider).
Hulme, C. & Snowling, M.J. (2009). Developmental Disorders of Language Learning and Cognition (2nd edition). West Sussex: Wiley-Blackwell. Kap. 1: Understanding developmental cognitive disorders. ( 36 sider).
Hulme, C. & Snowling, M.J. (2009). Developmental Disorders of Language Learning and Cognition (2nd edition). Kap.2. Reading disorders I: developmental dyslexia (53 sider).
Torgesen, J.K. (2007). Recent Discoveries from Research on Remedial Interventions for Children with Dyslexia. I Snowling, M.J. & Hulme, C., The Science of Reading: A Handbook ( 2nd edition) s. 521 – 537. West Sussex: Wiley-Blackwell. (16 sider)
Rapporter:
Rose, J. 2009. Identifying and teaching Children and young People with Dyslexia and Literacy Difficulties. An independent report from Sir Jim Rose to the Secretary of State for Children, Schools and Families. (Stip. lesemengde 80 sider). http://www.education.gov.uk/publications/eOrderingDownload/00659-2009DOM-EN.pdf
Artikler
Bowers, P. N., Kirby, J. R., & Deacon, H. S. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80, 144–179. (30 sider)
Bråten, I., Anmarkrud, Ø., Brandmo, C., & Strømsø, H. I (2014). Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension. Learning and Instruction, 30, 9-24.(13 sider)
Finbak, L. (2005). Analyser av stavefeil. Spesialpedagogikk, 9, s. 20-29. (8 sider)
Goodwin, A. P., & Ahn, S. (2010). A meta-analysis of morphological interventions: Effects on literacy achievement of children with literacy difficulties. Annals of Dyslexia, 60, 183–208. (13 sider)
Helland, Turid; Plante, Elena; Hugdahl, Kenneth. (2011). Predicting dyslexia at age 11 from a risk index questionnaire at age 5. Dyslexia. 17: 207-226. doi: 10.1002/dys.432. (16 sider)
Lervåg, A., & Aukrust, V. G. (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. Journal of Child Psychology and Psychiatry, 51, 612-620. (7 sider)
Mangen, A., Walgermo, B.,& Brønnick, K. (2013). Reading linear texts on paper vs. computer screen: Effects on reading comprehension. International Journal of Educational Research 58, 61-68. (7 sider)
Melby-Lervåg, Monica & Lervåg, Arne (2014). Reading Comprehension and its Underlying Components in Second Language Learners: A Meta-analysis of Studies Comparing First and Second Language Learners. Psychological bulletin. ISSN 0033-2909. doi: 10.1037/a0033890. (20 sider)
Melby-Lervåg og Lervåg: John Hatties visible learning: Ingen «Hellig Gral» for undervisning. Bedre skole 2014, 1, 86-91.(5sider)
Melby-Lervåg ; Lyster, S. A. H.; Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, Vol 138(2), Mar 2012, 322-352. http://dx.doi.org/10.1037/a0026744. (21 sider)
Nagy, W., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3-12. doi:10.1177/0022219413509967. (8 sider)
Ottem, E.(2007a) Språk 6-16: profilanalyser for barn med språkrelaterte vansker. Skolepsykologi, 42, s. 25-31. (6 sider)
Ottem, E.(2007b). Språk 6-16: Screening-test. Manual II. Nye normer til bruk I forskning og utredning. Skolepsykologi, 42, 13-23. (9 sider)
Perfetti, C. (2007). Reading Ability: Lexical quality to comprehension. Scientific Studies of Reading. 11, p. 357-383. (24 sider)
Protopapas, A., Simos, P. G., Sideridis, G. D., & Mouzaki, A. (2012). The components of the simple view of reading: A confirmatory factor analysis. Reading Psychology, 33, 217–240
Snowling, M.J. (2014). Dyslexia: A language learning impairment. Joint British Academy/British Psychological Society Lecture read 24 September 2013. Journal of the British Academy, 2, 43–58. DOI 10.5871/jba/002.043. (13 sider)
Wolter, Julie A.; Green, Laura. (2013). Morphological Awareness Intervention in School-Age Children With Language and Literacy Deficits: A Case Study. Wolter, Julie A.; Green, Laura Less Topics in Language Disorders. 33(1):27-41 (12 sider)
Språkvansker
Bøker
Bele, I.V. ( 2008). Språkvansker - teoretiske perspektiver og praktiske utfordringer. Oslo: Cappelen akademisk forlag. Kapittel 2, 3, 4, 5, 6 og 7 (155 sider)
Kristoffersen, K. E., Simonsen, H. G. & Sveen, A (red). (2005). Språk; en grunnbok. Oslo: Universitetsforlaget. Kap. 8, 9, 11 og 12.
Leonard, L (2014): Children with specific language impairment. London; MIT Press. Second edition. Kapitlene 1, 2,5 og 7-13.(120 sider)
Lind, M. & Kristoffersen, K.E. (2014). Når språket svikter. Oslo: Novus: forlag
Kapitler I bøker
Hulme, C. & Snowling, M.J. (2009). Developmental Disorders of Language Learning and Cognition, (2nd edition). Kap. 4, Specific language impairment. West Sussex: Wiley-Blackwell (42 sider).
Snowling, M.J. & Charles Hulme, C. (Eds) (2009). The Science of Reading: A Handbook ( 2nd edition). Kap. 21, Learning to Read with a Language Impairment. s. 397-412. Wiley-Blackwell, (16 sider)
Artikler
Bishop, D. V. M. (2014). Ten questions about terminology for children with unexplained language problems. International Journal of Language and Communication Disorders, 49, 381-415 (Sider, inklusive kommentarer, 35)
Bishop, D. V. M. (2013). Research Review: Emanuel Miller Memorial Lecture 2012 – Neuroscientific studies of intervention for language impairment in children: interpretive and methodological problems. Journal of Child Psychology and Psychiatry 54:3, pp 247–259. (11 sider)
Bishop, D. V. & McDonald D. (2009). Identifying language impairment in children: combining language test scores with parental report. Int J Lang Commun Disord. 44(5):600-15. doi: 10.1080/13682820802259662. (10 sider)
Leonard, L.B. (2014). Specific Language Impairment Across Languages. Article first published online: 8 NOV 2013. DOI: 10.1111/cdep.12053. (4 sider)
Protopapas, A. (2014). From temporal processing to developmental language disorders: Mind the gap. Philosophical Transactions of the Royal Society B: Biological Sciences, 369, 1634, 20130090
Supplerende litteratur knyttet spesielt til praksis
Frost, J.Kvalitet i leseopplæringen (2010). Erfaringer med oppstart av språk- og leseveiledning. Oslo: Cappelen akademisk forlag.
Frost, J., Hagtvet, B. & Refsahl, V. (2015). Den intensive leseopplæringen.Dialog og mestring når lesingen har låst seg. Oslo: Cappelen Damm.
Helland, T. (2014). Dysleksi og språk. Bergen: Fagbokforlaget
(Siste del av boken er rettet spesielt mot praksisfeltet)
Klinkenberg, J.E. (2005). Å bedre barns leseflyt. 27 varianter av repetert lesing. Oslo:Aschehoug
Lyster, Solveig-Alma Halaas (2003). STAS - Standardisert test i avkoding og staving. Spesialpedagogikk, Volum 68. s. 48-51
Lyster, S.A.H. (1994). Språkrelaterte lærevansker hos barn og unge. Kartlegging og tiltak. Oslo: Gyldendal.
Matematikkvansker
Chinn, S. (Ed.) (2015) The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties. Routledge: Oxon. 419 pages (index not included).
Gersten, R. & Newman-Gonchar, R. (2011) Understanding RTI in Mathematics. Proven methods and applications. Paul Brookes Publishing: Baltimore, Maryland. 219 pages (index not included)
Chapters in books:
Fuchs, L., Fuchs, D., Schumacher, R. F., & Seethaler, P. M. (2013). Instructional intervention for students with mathematics learning disabilities. pp. 388-404. In Swanson, H.L. Harris, K.R. & Graham, S. (Eds.) Handbook of Learning Disabilities – 2nd edition. The Guilford Press, New York. 16 pages.
Geary, D. C. (2013) Learning Disabilities in Mathematics – Recent Advances. pp. 239-255. In Swanson, H.L. Harris, K.R. & Graham, S. (Eds.) Handbook of Learning Disabilities – 2nd edition. The Guilford Press, New York. 16 pages
Ostad, S. (2015). Matematikkvansker- forskningsbasert tilnærming. Bergen: Fagbokforlaget. Kapitlene 1, 2, 3, 4, 9, 10, 11, 12, 13 og 14 (ca. 125 sider).
Articles:
Aunio, P. & Räsänen, P. (2015). Core numerical skills for learning mathematics in children aged five to eight years - a working model for educators. European Journal of Early Childhood Education Research. 21 pages
Cheung, A.C.K. & Slavin, R.E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. 22 pages
Fletcher, J.M. (2005). Predicting math outcomes: Reading predictors and comorbidity. Journal of Learning Disabilities, 38 (4) 308-312. 4 pages
Geary, D.C., Bailey, D.H. & Hoard, M.K. (2009). Predicting mathematical achievement and mathematical learning disability with simple screening tool. The number sets test. Journal of Psychoeducational Assessment, 27 (3) 265-279. 12 pages
Kane, S. T., Walker, J. H. & Schmidt, G.R. (2011) Assessing college-level learning difficulties and “At Riskness” for learning disabilities and ADHD: Development and validation of the learning difficulties assessment. Journal of Learning Disabilities, 44 (6) 533-542. 9 pages
Kearns, D. M. & Fuchs, D. (2013). Does cognitively focused instruction improve the academic performance of low-achieving students? Exceptional Children, 79 (3) 263-290. 27 pages
Korhonen, J., Linnanmäki, K. & Aunio, P. (2014). Learning difficulties, academic well-being and educational dropout: A person-centred approach. Learning and Individual Differences, 31, 1-10. 10 pages
'Lindberg, S.M., Hyde, J.S., Petersen, J. L. & Linn, M.C. (2010) New trends in gender and mathematics performance: A meta-analysis. Psychological Bulletin, 136 (6) 1123-1135. 12 pages
Mononen, R., Aunio, P., Koponen, T. & Aro, T. (2014) A review of early numeracy interventions for children at risk in mathematics. International Journal of Early Childhood Special Education, 6 (1) 25-54. 29 pages
Monuteaux, M.C., Faraone, S.V., Herzig, K. Navsaria, N. & Biederman, J. (2005) ADHD and dyscalculia: Evidence for independent familial transmission. Journal of Learning Disabilities, 38 (1) 86-93. 7 pages
Ostad, S.A. (2013). Private speech in arithmetical calculation: contributory role of phonological awareness in children with and without mathematical difficulties. Journal of Learning Disabilities, 46(4), 21-36.
Ostad, S.A. (2015). Private speech use in arithmetical calculation: relationship with phonological memory skills in children with and without mathematical difficulties. Annals of Dyslexia. DOI 10.1007/s11881-015-0103-1.
Seethaler, P.M. & Fuchs, L. S. (2011). Using curriculum-based measurement to monitor kindergarteners’ mathematics development. Assessment for Effective Intervention, 36 (4) 219-229. 10 pages
Slavin, R.E. & Lake, C. (2008). Effective programs in elementary mathematics: A best-evidence synthesis. Review of Educational Research, 78 (3) 427-515. 66 pages
Slavin, R. E., Lake C. & Groff, C. (2009). Effective programs in middle and high school mathematics: a best evidence synthesis. Review of Educational Research 79 (2) 839-911. 62 pages
Supplerende litteratur
Ostad, S. A. (2013). “Strategier, strategiobservasjon og strategiopplæring”. Trondheim: Læreboka forlag.
Psykososiale vansker
Arnesen, A., Meek-Hansen, W., Ogden, T., & Sørli, M-A. (2014). Positiv læringsstøtte: Hele skolen med (2. utg.). Oslo: Universitetsforlaget. 233 sider
Denckla, M.B., Barquero, L.A., Lindström, E.R., Benedict, S.L., Wilson, L.M., & Cutting, L.E. (2013). Attention-Deficit/Hyperactivity Disorder, Executive function, and reading comprehension: Different but related. I: H.L. Swanson, K.R. Harris, & S. Graham (red.). Handbook of learning disabilities, second edition. New York: The Guilford Press, side 155-168. 13 sider
Young, S, & Amarasinghe, M. (2010). Practitioner Review: Non-pharmacological treatments for ADHD: A lifespan approach. Journal of Child Psychology and Psychiatry, 51, 116-133. 18 sider
Thapar, A., Pine, D.S., Leckman, J.F., Scott, S., Snowling, M.J., & Taylor, E. (red.) (2015). Rutter’s child and adolescent psychiatry. Kapittel 27, 55 og 65. 45 sider
Whitted, K.S. (2011) Understanding How Social and Emotional Skill Deficits Contribute to School Failure. Preventing School Failure, 55, 10-16. 6 sider
Diperna, J. C. (2006). Academic enablers and student achievement: Implications for assessment and intervention services in the schools. Psychology in the Schools, 43, p. 7-17. 10 sider
Nyborg, G. (2014): Spesifikke språkvansker og atferds-, emosjonelle og sosiale vansker: Et arbeidsseminar for lærere. Psykologi i kommunen (4), s.15-27
Nyborg, G. (2013): Spesifikke språkvansker og atferds-, emosjonelle og sosiale vansker: Et oppfølgingsopplegg for barn og foreldre. Psykologi i kommunen (5), s.61-73