Selected Bibliography: Literacy, by Beverly Vicker IRCA Articles, Access Autism


	Selected Bibliography: Literacy Contributed by Beverly Vicker The following bibliography presents an array of potential sources of information and ideas concerning literacy. Some of the materials may be available from the Center for Disability Information and Referral (CeDIR) at the Indiana Institute on Disability and Community. You can contact CeDIR by calling 1-800-825-4733 (toll free in Indiana) or 1-812-855-9396 (voice/TT). You can also visit their website at www.iidc.indiana.edu. Materials are only available for checkout by Indiana residents. Some may be available through interlibrary loan. If you are unable to obtain articles through your local library system, a copy may be obtained through the Indiana Resource Center for Autism. Articles are available at cost. Contact Terri Klingelhoefer by phone at 1-812-855-6508 or via email at tklingel@indiana.edu for further information. The listing below of specific books, journal articles, and book chapters does not constitute endorsement by Indiana University, the Indiana Institute on Disability and Community, or the Indiana Resource Center for Autism. Books, Monographs, and Topical Issues of Journals Adams, M. J. (1994). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Almasi, J. F.(2003). Teaching strategic processes in reading. New York, NY: The Guildford Press. Baker, L., Dreher, M. J. & Guthrie, J. T. (Eds.). (2000). Engaging young readers: Promoting achievement and motivation. New York, NY: The Guilford Press. Baumann, J. F. & Kame’enui, J. (2004). Vocabulary instruction: Research to practice. New York, NY: The Guilford Press. Block, C. C. & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York, NY: The Guilford Press. Butler, K. G. & Silliman, E. R. (Eds.). (2002). Speaking, reading, and writing in children with language learning disabilities: New paradigms in research and practice. Mahwah, NJ: Lawrence Erlbaum Associates. Catts, H. & Kamhi, A. (1999). Language and reading disabilities. Boston, MA: Allyn & Bacon. Cunningham, P. M. & Allington, A. L. (1998). Classrooms that work: They can all read and write. Needham Heights, MA: Addison-Wessley Publishing Company. Duchan, J. F. (2004). Framework in language and literacy: How theory informs practice. New York, NY: The Guilford Press. Duffy, G. D. (2003). Explaining reading: A resource for teaching concepts, skills, and strategies. New York, NY: The Guildford Press. Gillon, G. T. (2004). Phonological awareness: From research to practice. New York, NY: The Guilford Press. Graham, S. (Ed.). (2000). Written language disabilities and educational strategies [Topical issue]. Topics in Language Disorders, 20(4). Kamhi, A. G., & Catts, H. W. (1989). Reading disabilities: A developmental language perspective. Boston, MA: College Hill Press. Menyuk, P. & Chesnick, M. (Eds.). (1997). Perspectives on relations between oral language knowledge and reading [Topical issue]. Topics in Language Disorders, 17(3). Nelson, N. W., Bahr, C., & Van Meter, A. (2004). The writing lab approach to language instruction and intervention. Baltimore, MD: Paul Brookes Publishing. Neuman, S. B. & Dickinson, D. K. (Eds.). (2002). Handbook of early literacy research. New York, NY: The Guilford Press. Richardson, S. O. (Ed.).(1996). Dyslexia: A developmental language-based difference [Topical issue]. Topics in Language Disorders, 16(2). Spafford, C. S. & Grosser, G. S. (1996). Dyslexia: Research and resource guide. Boston, MA: Allyn & Bacon. Stone, C. A., Silliman, E. R., Ehren, B. J. & Apel, K. (Eds.). (2004). Handbook of language and literacy: Development and disorders. New York, NY: The Guildford Press. Swan, E. A. (2003). Concept oriented reading instruction: Engaging classrooms, lifelong learners. New York, NY: The Guildford Press. Yoder, D., & Koppenhaver, D. (Eds.). (1993). Literacy learning and persons with severe speech impairments [Topical issue]. Topics in Language Disorders, 13(2). Articles and Book Chapters American Speech-Language-Hearing Association. (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents (position statement, executive summary of guidelines, technical report). ASHA Supplement 21, 17-28. Rockville, MD: Author. Blischak, D. M. (1994). Phonological awareness: Implications for individuals with little or no functional speech. AAC: Augmentative and Alternative Communication, 10(4), 245-254. Blischak, D. & Schlosser, R. (2003). Use of technology to support independent spelling by students with autism. Topics in Language Disorders. 23(4), 293-304. Foley, B. & Staples, A. H. (2003). Developing augmentative and alternative communication (AAC) and literacy interventions in a supported employment setting. Topics in Language Disorders. 23(4), 305-325. Grigorenko, E. L., Klin, A, Pauls, D. L., Senft, R., Hooper, C. & Volkmar, F. (2002). A descriptive study of hyperlexia in a clinically referred sample of children with developmental delays. Journal of Autism and Developmental Disorders. 32(1), 3-12. Justice, L. M.. & Ezell, H. K. (2004). Print referencing: An emergent literacy enhancement strategy and its clinical applications. Language, Speech, and Hearing Services in the Schools. 35, 185-193. Koppenhaver, D. A. & Erickson, K. A. (2003). Natural emergent literacy supports for preschoolers with autism and severe communication impairments. Topics in Language Disorders. 23(4), 283-293. Mirenda, P. (2003). “He’s not a reader…”: Perspectives on supporting literacy development in individuals with autism. Topics in Language Disorders. 23(4), 271-282. Myles, B. S., Hilgenfeld, T. D., Barnhill, G. P., Griswold, D. E., Hagiwara, T., & Simpson, R. L. (2002). Analysis of reading skills in individuals with Asperger Syndrome. Focus on Autism and Other Developmental Disabilities. 17(1), 44-47. Nation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment? Journal of Speech, Language, and Hearing Research. 47, 199-211. Notari-Syverson, A., O’Connor, R. E., & Vadasy, P. F. (1998). Ladders to literacy: A preschool activity book. Baltimore, MD. Paul Brookes Publishing Company. O’Connor, I. M. & Klein, P. D. (2004). Exploration of strategies for facilitating the reading comprehension of high functioning students with autism spectrum disorders. Journal of Autism and Developmental Disorders. 34(2), 115-127. O’Connor, R. E., Notari-Syverson, A. & Vadasy, P. E. (1998). Ladders to literacy: A kindergarten activity book. Baltimore, MD. Paul Brookes Publishing Company. Pugach, M & Warger, C. L. (2001). Curriculum matters: Raising expectations for students with disabilities. Remedial and Special Education. 22(4), 194-196, 213. Rescorta, L. (2002). Language and reading outcomes to age 9 in late-talking toddlers. Journal of Speech, Language, and Hearing Research. 45, 360-371. Whitehouse, D., & Harris, J. C. (1984). Hyperlexia in infantile autism. Journal of Autism and Developmental Disorders, 14(3), 281 289. Vicker, B. (2004). Selected bibliography: Literacy. Bloomington, IN: Indiana Resource Center for Autism.