178.
Office for Standards in Education. (2007). The annual report of Her
Majesty's chief inspector of education, children's services
and skills 2006/07. London: The Stationery Office.
Ouellette, G. (2006). What's meaning got to do with it: The
role of vocabulary in word reading and reading comprehension. Journal of
Educational Psychology, 98, 554-566.
Peers, I. S., Lloyd, E, & Foster, C. (1999). British
standardisation of the CELE The Psychological Corporation's Speech
and Language Assessment. Available from Pearson's Assessments Web
Puranik, C., Lombardino, L., & Altman, L. (2007). Writing
through retellings: An exploratory study of language impaired and
dyslexic populations. Reading and Writing, 20, 251-272.
Riddick, B., Farmer, M., & Sterling, C. (1997). Students and
dyslexia: Growing up with a specific learning difficulty. London: Whurr.
Rust, J. (1996). The manual of the Wechsler objective language
dimensions (WOLD): UK Edition. London: The Psychological Corporation.
Scott, C. M. (1999). Learning to write. In H. W. Catts & A. G.
Kahmi (Eds.), Language and reading disabilities (pp. 224-259). Boston:
Allyn & Bacon.
Scott, C. M., & Windsor, J. (2000). General language
performance measures in spoken and written narrative and expository
discourse of school-age children with language learning disabilities.
Journal of Speech, Language, and Hearing Research, 43, 324-339.
Sterling, C., Ertubey, C., Brownfield, K., O'Reilly, S., &
Noyce, S. (2004). Helping students with dyslexia learn to read and spell
specialist terminology. London South Bank University: Dyslexicon.
Retrieved June 7, 2008, from http://www.lsbu.ac.uk/psycho/dyslexicon/
Stothard, S. E., Snowling, M., Bishop, D. V. M., Chipchase, B. B.,
& Kaplan, C. A. (1998). Language-impaired preschoolers: A follow-up
into adolescence. Journal of Speech, Language, and Hearing Research, 41,
Strand, S., & Lindsay, G. (in press). Ethnic disproportionality
in special education. Evidence from an English population study. The
Journal of Special Education.
Tannenbaum, K., Torgesen, J., & Wagner, R. (2006).
Relationships between word knowledge and reading comprehension in
third-grade children. Scientific Studies of Reading, 10, 381-398.
Tomblin, J. B., Zhang, X., Buckwalter, P., & O'Brien, M.
(2003). The stability of primary language disorder: four years after
kindergarten diagnosis. Journal of Speech, Language, and Hearing
Research, 46, 1283-1296.
Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test
of word reading efficiency (TOWRE). Austin, TX: Pro-Ed.
Troia, G. A. (2006). Writing instruction for students with learning
disabilities. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.),
Handbook of Writing Research (pp. 324-336). New York: Guilford Press.
Troia, G. A., & Maddox, M. E. (2004). Writing instruction in
middle schools: Special and general education teachers share their views
and voice their concerns. Exceptionality, 12, 19-37.
Ullman, J. (1996). Structural equation modeling. In B. Tabachnick
& L. Fidell (Eds.), Using multivariate statistics (4th ed., pp.
653-771). Needham Heights, MA: Allyn & Bacon.
Wechsler, D. (1991). Wechsler intelligence scale for children (3rd
ed.). San Antonio, TX: The Psychological Corporation.
Wechsler, D. (1993). Wechsler objective reading dimensions (WORD).
Sidcup, UK: The Psychological Corporation.
Wechsler, D. (1996). Wechsler objective language dimensions (WOLD).
Sidcup, UK: The Psychological Corporation.
Windsor, J., Scott, C. M., & Street, C. K. (2000). Verb and
noun morphology in the spoken and written language of children with
language learning disabilities. Journal of Speech, Language, and Hearing
Research, 43, 1322-1336.
Wise, J., Sevcik, R., Morris, R., Lovett, M., & Wolf, M.
(2007). The relationship among receptive and expressive vocabulary,
listening comprehension, pre-reading skills, word identification skills,
and reading comprehension by children with reading disabilities. Journal
of Speech, Language, and Hearing Research, 50, 1093-1109.
Woodcock, R. W. (1987). Woodcock reading mastery tests-Revised.
Circle Pines, MN: