Journal of Educational Psychology. Graham, S., Harris, K. R., Fink, B., MacArthur, C. (2000). How do primary grade teachers adapt instruction to meet individual needs in writing? Manuscript submitted for publication. It is important to note that whatever, audiblox program one decides to follow, one would probably see improvement in reading, spelling and handwriting. As an example, see the, audiblox Pilot Study at Keswick, UK. Education and Treatment Of Children, 14, 177-198. Mariage, T. (December 1993). The systemic influence of the Early Literacy Project curriculum: A four-year longitudinal study of student achievement from first to fourth grade. School Psychology Review, 26, 414-424. Graham, S., Harris, K. R. (1997c). Whole language and process writing: Does one approach fit all? In J. Lloyd, E. Kame'enui, D. Chard (Eds. Issues in educating students with disabilities (pp. This implies that certain skills have to be mastered first, before it becomes possible to master subsequent skills. One has to learn to count before it becomes possible to learn to add and subtract.
Dysgraphia: Handwriting Help for Children
(1992). Fostering literacy learning in supportive contexts. Journal of Learning Disabilities, 25, 211- 225. Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. New York: Guilford. Pressley, M., Rankin, J., Yokoi, L. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline. Harris, K. R., Graham, S., Reid, R, McElroy, K., Hamby, R. (1994). Self-monitoring of attention versus self-monitoring of performance: Replication and cross-task comparison studies. Paper presented at the Annual Meeting of the National Reading Conference, Charleston, SC. O'Connor, R., Notari-Syverson, A., Vadasy, P. (1998). Ladders to Literacy: A kindergarten activity book. Baltimore, MD: Brookes. Palinscar, A., Klenk, L.