Evaluación del progreso de aprendizaje en lectura dentro de un Modelo de Respuesta a la Intervención (RtI) en la Comunidad Autónoma de Canarias

Referencias bibliográficas

• Anderson, R.C.,Nagy, W.E. (1991). Handbook of Reading Research. Longman. New York.
• Anderson, R. C.,Nagy, W. E. (1992). The vocabulary conundrum. The American Educator. 16. 14-18
• Baker, D.L. (2009). Predictive and concurrent criterion-related validity of the indicadores dinámicos del éxito en la lectura for students learning to read in Spanish in Mexico. Dynamic Measurement Group. Eugene^eOR OR.
• Baker, D. L.,Cummings, K. D.,Good, R. H.,Smolkowski, K. (2007). Indicadores dinámicos del éxito en la lectura (IDEL®): Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade. Dynamic Measurement Group. Eugene^eOR OR.
• Baker, D. L.,Park, Y.,Baker, S.K. (2010). The reading performance of English learners in grades 1-3: the role of initial status and growth on reading fluency in Spanish and English. Reading and Writing. 1-31
• Baker, D. L.,Park, Y.,Baker, S. K. (2010). Effect of initial status and growth in pseudoword reading on Spanish reading comprehension at the end of first grade. Psicothema. 22. 955-962
• Baker, S.K.,Simmons, D.,Kame'enui, E.J. (1997). What reading research tells us about children with diverse learning needs: Bases and basics. Erlbaum. Mahwah^eNJ NJ.
• Baker, S. K.,Smolkowski, K.,Katz, R.,Fien, H.,Seeley, J. R.,Kame'enui, E. J.,Beck, C. T. (2008). Reading fluency as a predictor of reading proficiency in low-performing, high-poverty schools. School Psychology Review. 37. 18-37
• Bravo-Valdivieso, L. (1995). A four year follow-up study of low socioeconomic status, Latin American children with reading difficulties. International Journal of Disability, Development and Education. 42. 189-202
• Carrillo, M. (1994). Development of phonological awareness and reading acquisition: A study in Spanish language. Reading and Writing: An Interdisciplinary Journal. 6. 279-298
• Cummings, K. D.,Baker, D. L.,Good, R. H. (2006). Indicadores dinámicos del éxito en la lectura. 7. Dynamic Measurement Group. Eugene^eOR OR.
• Deno, S.L.,Mirking, P.K.,Chiang, B. (1982). Identifying valid measures of reading. Exceptional Children. 49. 36-45
• Domínguez de Ramírez, R.,Shapiro, E. . Cross-language relationship between Spanish and English oral reading fluency among Spanish-speaking English language learners in bilingual education classrooms. Psychology in the Schools. 44. 795-806
• Ehri, L. (1991). Handbook of Reading Research. Longman. Nueva York.
• Fuchs, L. S.,Fuchs, D. (2006). Identifying learning disabilities with RTI. Perspectives. 32. 39-43
• Fuchs, L. S.,Fuchs, D.,Hosp, M. K.,Jenkins, J. R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading. 5. 241-258
• Fuchs, L.S.,Fuchs, D.,Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education. 9. 20-38
• Good, R. H.,Knutson, N.,Watson, J. M. (2006). Indicadores dinámicos del éxito en la Lectura. 7. Dynamic Measurement Group. Eugene^eOR OR.
• Good, R. H.,Kaminski, R. A. (2002). Dynamic indicators of basic early literacy skills. 6. Institute for the Development of Educational Achievement. Eugene^eOR OR.
• Hamilton, C.,Shinn, M.R. (2003). Characteristics of word callers: An investigation of the accuracy of teachers' judgments of reading comprehension and oral reading skills. School Psychology Review. 32. 228-240
• Hasbrouck, J. (1998). Reading fluency: Principles for instruction and progress monitoring. Professional Development Guide. Texas Center for Reading and Language Arts, University of Texas. Austin^eTX TX.
• Haskell, D. W.,Foorman, B. R.,Swank, P. R. (1992). Effects of three orthographic/phonological units on first-grade reading. Remedial and Special Education. 13. 40-49
• Ho, C.S.H.,Chan, D.W.O.,Tsang, S.M.,Lee, S.H. (2002). The Hong Kong test of specific learning difficulties in reading and writing (HKT-SpLD). Hong Kong Specific Learning Difficulties Research Team. Hong Kong.
• (2004). Individuals with Disabilities Education Improvement Act, 20 U.S.C. 1400 et seq.
• Jiménez, J.E. (1997). A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Reading and Writing: An Interdisciplinary Journal. 9. 23-40
• Jiménez, J.E. (2010). Response to Intervention (RtI) Model: A promising alternative for identifying students with learning disabilities?. Psicothema. 22. 932-934
• Jiménez, J.E.,Artiles, C. (2011). Adaptación al español del Test The Hong Kong Specific Learning Difficulties Behavior Checklist: Guía para la detección temprana de discapacidades, trastornos y dificultades de aprendizaje. Consejería de Educación, Universidades, Cultura y Deportes del Gobierno de Canarias.
• Jiménez, J.E.,García, E.,Ortiz, M.R.,Hernández-Valle, I.,Guzmán, R.,Rodrigo, M.,Estévez, A.,Díaz, A.,Hernández, S. (2005). Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure?. Applied Psycholinguistics. 26. 267-283
• Jiménez, J.E.,Rodríguez, C.,Crespo, P.,González, D.,Artiles, C.,Afonso, M. (2010). Implementation of Response to Intervention (RtI) Model in Spain: An example of a collaboration between Canarian universities and the department of education of the Canary Islands. Psicothema. 22. 935-942
• Juel, C. (1991). Handbook of reading research. Longman. New York.
• Kuhn, M. R.,Stahl, S.A. (2000). Fluency: A review of developmental and remedial practices. Center for the Improvement of Early Reading Achievement. Ann Arbor^eMI MI.
• Liberman, I. Y.,Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia. 40. 51-76
• Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia. 45. 3-27
• Nagy, W.,Anderson, R. C. (1984). How many words are there in printed school English?. Reading Research Quarterly. 19. 304-330
• Marston, D. (1989). Curriculum-based measurement: Assessing special children. Guilford Press. Nueva York.
• (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. National Institute of Child Health and Human Development. Bethesda^eMD MD.
• (1998). Preventing reading difficulties in young children. National Academy Press. Washington^eDC DC.
• Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. Guilford. Nueva York^eNY NY.
• Smith, S. B.,Simmons, D. C.,Kame'enui, E. J. (1998). What reading research tells us about children with diverse learning needs: Bases and basics. Lawrence Erlbaum Associates. Mahwah^eNJ NJ.
• Shaywitz, S. (2003). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Knopf. Nueva York.
• Speece, D.L.,Case, L.P.,Molloy, D.E. (2003). The validity of a response-to-instruction paradigm to identify reading disabilities: A longitudinal analysis of individual differences and contextual factors. School Psychology Review. 32. 557-582
• Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly. 21. 360-406
• (2004). Ley IDEA.
• Vaughn, S.,Fuchs, D. (2003). Redefining learning disabilities as inadequate response to instruction: The promise and potential problems. Learning Disabilities Research & Practice. 18. 137-146
• Wallace, T.,Espin, C.A.,McMaster, K.,Deno, S.L.,Foegen, A. (2007). CMB progress monitoring within a standards-based system. The Journal of Special Education. 41. 66-67
• Wanzek, J.,Vaughn, S. (2007). Research-based implications from extensive early reading interventions. School Psychology Review. 36. 541-561
• Watson, J. (2004). Examining the reliability and validity of the Indicadores Dinámicos del Éxito en la Lectura (IDEL®): A research study.