This Article Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Montgomery, J. Search for Related Content Social Bookmarking                         What's this?

Dave Krupke

What Exactly is Visual Phonics?

References

• Armbruster, B.A., & Osborn, J. (2001). Put Reading First. Washington, DC: National Institute for Literacy.
• Dyer, W. (2004). The power of intention. Carlsbad, CA: Hay House.
• Farstrup, A.E. (2007). RTI: A vital concern for reading professionals. Reading TODAY, 25(1), 17.
• Fuchs, D., & Fuchs, L.S. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41, 93-99.[CrossRef]
• International Communication Learning Institute (ICLI), Millie Snow, CEO. www.seethesound.org
• LinguiSystems Guide to RTI. (2007). Retrieved on January 14, 2008 from http://www.linguisystems.com/freedownloads.php
• Montgomery, J.K., & Moore-Brown, B.J. (2006). Start-in: A Response to Intervention (RTI) Program for reading. Greenville, SC: Super Duper.
• Trezek, B.J., & Malmgren, K.W. (2005). The efficacy of utilizing a phonics treatment package with middle school deaf and hard-of-hearing students. Journal of Deaf Studies and Deaf Education, 3, 257-271.
• Trezek, B.J., & Wang, Y. (2006). Implications of utilizing a phonics-based reading curriculum with children who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 11, 202-213.[Abstract/Free Full Text]
• Trezek, B.J., Wang, Y., Woods, D.G., Gampp, T.L., & Paul, P. (2007). Using Visual Phonics to supplement beginning reading instruction for students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 12 (3), 373-384.[Abstract/Free Full Text]
• Vellutino, F.R., Scanlon, D.M., Sipay, E.R., Small, S., Chen, R., Pratt, A., et al. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific learning disability. Journal of Educational Psychology, 88, 601-638.[CrossRef]

Communication Disorders Quarterly, Vol. 29, No. 3, 177-182 (2008)
DOI: 10.1177/1525740108318413


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This Article Free Full Text (Free PDF) Free Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Montgomery, J. Search for Related Content Social Bookmarking                         What's this?