Lese- og skrivevansker
Forberedelse: Seidenberg, M. (2017). Language at the speed of sight. Basic Books.
Del 1
Bok: Cain, K. (2010). Reading development and difficulties. Blackwell. (225 pages)
Artikler/bokkapitler:
Ehri, L. C. (2005). Learning to read words: Theory, findings, issues. Scientific Studies of Reading, 9, 167–188 (20 pages)
Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383 (25 pages)
Del 2
Bok: Rayner, Pollatsek, Ashby, & Clifton (2012). Psychology of reading, 2nd ed. Psychology Press. (400 pages)
Artikler og bokkapitler:
Bowers, J. S. (2016). The practical and principal problems with educational neuroscience. Psychological Bulletin, 123, 600–612 (10 pages)
Finbak, L. (2005). Analyser av stavefeil. Spesialpedagogikk, 9, 20–29. (8 pages)
Hoffman, J. V. (2017). Comprehension is not simple: Considering the persisting dangers in the simple view of reading comprehension. I S. E: Israel (red) Handbook of research on reading comprehension (s. 57-69). New York: The Guilford Press.
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)
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)
Nagy, W., Carlisle, J. F., & Goodwin, A. P. (2014). Morphological knowledge and literacy acquisition. Journal of Learning Disabilities, 47(1), 3–12. (10 pages)
Parrila, R., & Protopapas, A. (2017). Dyslexia and word reading problems. In K. Cain, D. Compton, & R. Parrila (Eds.), Theories of reading development (pp. 333–358). John Benjamins. (20 pages)
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. (13 pages)
Torgesen, J.K. (2007). Recent discoveries on remedial interventions for children with dyslexia. In M. J. Snowling & C. Hulme (Eds.), The Science of Reading: A Handbook. (pp. 521–537). Wiley-Blackwell. (16 pages)
Wagner, R.K., Schatschneider, C., Phytian-Sence, C. (edited by). (2009). Beyond Decoding. The Behavioral and Biological Foundations of Reading Comprehension. The Guilford press. Kapittel 5 og 7 (ca. 45 sider).
Del 3.
Bøker: Fletcher, Lyon, Fuchs, & Barnes (2007). Learning disabilities: From identification to intervention. Guilford. Chhapters 1–7; 200 pages)
Mather & Wendling (2012). Essentials of dyslexia assessment and intervention. Wiley. (Chapters 1, 5–12; 200 pages)
Språkvansker
Del 1:
Bok: Kristoffersen, K. E., Simonsen, H. G. & Sveen, A (red). (2005). Språk; en grunnbok. Oslo: Universitetsforlaget. Kap. 9, 10, 11 og 12.
Kapittel i bok:
Torkildsen, J.v.K. (2010). Kapittel 8 Barns tidlige språktilegnelse. Nye metoder og nye funn. I Moe, V, Slinning, K. og Hansen, M. B. (red.) Håndbok i sped- og småbarns psykiske helse. Oslo: Gyldendal Akademisk s. 171-194 (legges ut på nett).
Del 2:
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)
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
Artikler og bokkapitler:
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)
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)
Matematikkvansker
Del 1.
Bok: Wright, R. J., Ellemor-Collins, D. & Tabor, P. D. (2012). Developing Number Knowledge. Assessment, Teaching & Intervention with 7–11-Year-Olds. Los Angeles: SAGE (254 pages)
Artikkel:
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, 684–704. http://dx.doi.org/10.1080/1350293X.2014.996424 (21 pages)
Del 2.
Bok:
Cohen Kadosh, R. & Dowker, A. (2015). The Oxford Handbook of Numerical Cognition. Oxford University Press. Kapitler: 20–24, 34–53 (456 pages)
Del 3.
Bok:
Gersten, R. & Newman-Gonchar, R. (2011). Understanding RTI in Mathematics. Proven Methods and Applications. Baltimore: Paul H. Brookes (256 pages)
Artikler og bokkapitler:
Cohen Kadosh, R. & Dowker, A. (2015). The Oxford Handbook of Numerical Cognition. Oxford University Press. Kapitler: 7 and 9 (56 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. https://doi.org/10.1016/j.edurev.2013.01.001 (26 pages)
Chodura, S., Kuhn, J-T., & Holling, H. (2015). Interventions for children with mathematical difficulties. A meta-analysis. Zeitschrift für Psychologie, 223(2), 129–144. http://dx.doi.org/10.1027/2151-2604/a000211 (16 pages)
Hwang, J. & Riccomini, P. J. (2015). Enhancing mathematical problem solving for secondary students with or at risk of learning disabilities: A literature review. Learning Disabilities Research and Practice, 31(3), 169–181. doi:10.1111/ldrp.12105 (12 pages)
Mononen, R., & Aunio, P. (2016). Counting skills intervention for low-performing first graders. South African Journal of Childhood Education, 6(1), a407. http://dx.doi.org/10.4102/sajce.v6i1.407 (9 pages)
Nelwan, M. & Kroesberger, E. (2016). Limited near and far transfer effects of jungle memory working memory training on learning mathematics in children with attentional and mathematical difficulties. Frontiers in Psychology, 7(1384). doi: 10.3389/fpsyg.2016.01384 (10 pages).
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