BodrovaE.LeongD.J. (1998). Scaffolding emergent writing in the zone of proximal development. Literacy Teaching and Learning, 3, 1–18.
4.
BosC.VaughnS. (2002). Strategies for teaching students with learning and behavior problems.Boston: Allyn & Bacon.
5.
BradenM. (1989). Logo reading systems.Colorado Springs, CO, Marcia L. Braden.
6.
ClayM. (1991). Becoming literate: The construction of inner control.Portsmouth, NH: Heinemann.
7.
CloerT.AldridgeJ.DeanR. (1981/1982). Examining different levels of print awareness. Journal of Language Experience, 4(1&2), 25–33.
8.
DorryG. W.ZeamanD. (1973). Teaching a simple reading vocabulary to retarded children: Effectiveness of fading and non-fading procedures. American Journal of Mental Deficiency, 79, 711–716.
9.
DouvilleP. (2000). Helping parents develop literacy at home. Preventing School Failure, 44, 179–181.
10.
EriksonK. (2002, December). ALL-Link: linking adolescents with significant disabilities to successful literacy instruction. Paper presented at the 2002 TASH Conference, Boston.
11.
FernaldG. N. (1943). Remedial techniques in basic school subjects.New York: McGraw Hill.
12.
FountasI. C.PinnellG. S. (1999). Matching books to readers.Portsmouth, NH: Heinemann.
13.
HedrickW. B.KatimsD. S.CarrN. J. (1999). Implementing a multi-method, multi-level literacy program for students with mild to moderate mental retardation. Focus on Autism and Other Developmental Disabilities, 4, 231–239.
14.
HendersonE. H. (1981). Learning to read and spell.DeKalb: Northern Illinois University Press.
15.
HendersonE. H. (1990). Teaching spelling.Boston: Houghton Mifflin.
16.
JuelC.MeierJ. (1998). Teaching content and form through balanced instruction. Teaching and Change, 6, 182–197.
17.
KatimsD. S. (1991). Emergent literacy in early children special education: Curriculum and instruction. Topics in Early Children Special Education, 11, 69–84.
18.
KatimsD. S. (2000). Literacy instruction for people with mental retardation: Historical highlights and contemporary analysis. Education and Training in Mental Retardation and Developmental Disabilities, 35, 3–15.
19.
KliewerC. (1998). Citizenship in the literate community: Ethnography of children with Down syndrome and the written word. Exceptional Children, 64, 167–180.
20.
KubyP.Goodstadt-KilloranI.AldredgeJ. (1999). A review of the research on environmental print. Journal of Instructional Psychology, 26, 3, 173–183.
21.
MorrisD. (1993a). Concept of word and phoneme awareness in the beginning reader. Research in the Teaching of English, 17, 241–258.
22.
MorrisD. (1993b). The relationship between children's concept of word in text and phoneme awareness in learning to read: A longitudinal study. Research in the Teaching of Reading, 27, 133–153.
23.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction.Bethesda, MD: National Institute of Child Health and Human Development, National Institutes of Health.
24.
OelweinP. L. (1995). Teaching reading to children with Down syndrome: A guide for parents and teachers.Bethesda, MD: Woodbine House.
25.
RobertsB. (1992). The evolution of the young child's concept of word as a unit of spoken and written language. Reading Research Quarterly, 27, 125–139.
26.
SodermanA. K.GregoryK. M.O'NeillL. T. (1999). Scaffolding emergent literacy: A child-centered approach for preschool through grade 5.Boston: Allyn & Bacon.
27.
StaufferR. G. (1970). The language-experience approach to the teaching of reading.New York: Harper & Row.
28.
WoodcockR. (1968). Rebus reading program.Circle Pines, MN: American Guidance Service.