19 August 2017

Winter 2017 Bulletin. Volume 53


Article: The Language of Maths

Auman, M. , & Valente, D. (2009). Step up to writing in math. Longmont, CO: Sopris West.

Beliveau, J. (2001). What strategies strengthen the connections between literacy and math concepts for higher math achievement with culturally diverse students? Retrieved from https://gse.gmu.edu/assets/docs/lmtip/v012/J.Beliveau.pdf

Cavanagh, S. (2008). Playing games in classroom helping pupils grasp math: Benefits for poor children seen to be particularly encouraging. Education Week, 27(35), 10. Retrieved from http://www.edvveek.org

Common Core State Standards Initiative. Common core state standards for mathematics. Retrieved from http://www.corestandards.org/Math

Draper, D. (2012). Comprehension strategies: Comprehension strategies applied to mathematics. Retrieved from http://gabriellec12.weebly.com/uploads/3/7/1/7/ 37176479/comprehension_and_mathema_1 . pdf

Dweck, C. (2015). Carol Dweck revisits the ‘Growth Mindset.’ Education Week, 35(5), 20—24. Retrieved from http://www.edweek.org

Eley, J. (2009). How much does the 24 game increase the recall of arithmetic facts? Online Submission. Retrieved from http://files.eric.ed.gov/fulltext/ED508367.pdf

Glaser, D. , & Moats, L. C. (2008). LETRS foundations: An introduction to language and literacy. Longmont, CO: Sopris West.

Graham, S., & Hebert, M. (2010). Writing to read: Evidence for how writing can improve reading. New York, NY: Carnegie Corporation.

Monroe, E. E. , & Orme, M. P. (2002). Developing mathematical vocabulary. Preventing School Failure: Alternative Education for Children and Youth, 46(3), 139— 142. http://doi.org/10.1080/10459880209603359

National Center for Education Statistics. (2015). National assessment of educational progress: The nation’s report card. Washington, DC: U.S. Department of Education. Retrieved from www.nationsreportcard.gov/

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. Retrieved from https://www.nichd.nih.gov/publications

Reehm, S. P., & Long, S. A. (1996). Reading  in the mathematics classroom. Middle School Journal, 27(5), 35-41 .

Ripley, A. (2013). The smartest kids in the world and how they got that way. New York, NY: Simon & Schuster.

Rutherford-Becker, K. J., & Vanderwood, M. L. (2009). Evaluation of the relationship between literacy and mathematics skills as assessed by curriculum-based measures. The California School Psychologist, 14, 23—34.

Schell, V. J. (1982). Learning partners: Reading and mathematics. The Reading Teacher, 35, 544—548.

Way, J. (201 1). Learning mathematics through games: 1—3. Retrieved from https:// nrich.maths.org/2489/2491/2493

Williamson, V. (2007, March). Mental maths by passive to active. Mathematics Teaching, 201, 12-15.

Wolf, M., Gottwald, S., & Orkin, M. (2009). Serious word play: How multiple linguistic emphases in RAVE-O instruction improve multiple reading skills. Perspectives on Language and Literacy, 35(4), 21—24.

Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disabilities Quarterly, 29, 269-289


Article:  Reading Comprehension

Nation, K. (2005) Children’s Reading Comprehension Difficulties. Retrieved from www.pitt.edu/~perfetti/PDF/Nation.pdf

Anh N. Hua and Janice M.Keenan (2014) The Role of Text Memory in Inferencing and in Comprehension Deficits Journal Scientific Studies of Reading  Volume 18, 2014 –  Issue 6

Nation, K. et al (1999) Working Memory Deficits in Poor Comprehenders Reflect Underlying Language Impairments Journal of Experimental Child Psychology Volume 73,Issue 2, Elsevier.

Pimperton, H. and Nation, K (2010) Suppressing irrelevant information from working memory: Evidence for domain-specific deficits in poor comprehenders Journal of Memory and Language, Volume 62, Issue 4, Elsevier.

Nation, K. et al (2010) A longitudinal investigation of early reading and language skills in children with poor reading comprehension The Journal of Child Psychology and Psychiatry Volume 51, Issue 9. Retrieved from Wiley Online Library.

Catts, H.W., Adlof, S.M. & Weismer, S.E. (2006) Language Deficits in Poor Comprehenders: A Case for the Simple View of Reading. Retrieved from Research Gate.

Elwer, A. et al (2013) Longitudinal Stability and Predictors of Poor Oral Comprehenders and Poor Decoders. Journal of Experimental Child Psychology Volume 115, Issue 3. Elsevier

Clarke, P.J. et al (2010) Ameliorating Children’s Reading-Comprehension Difficulties: A Randomized Controlled Trial, Psychological Science. Volume 21, Issue 8. Retrieved from Sage Journals.

Fricke, S. et al (2013) Efficacy of language intervention in the early years The Journal of Child Psychology and Psychiatry Volume 54, Issue 3

Duff, F.J. et al (2015) Do infant vocabulary skills predict school-age language and literacy outcomes? The Journal of Child Psychology and Psychiatry Volume 56, Issue 8



Article: Developing Maths Fluency

Bull, R. , & Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19, 273—293.

Cowan, N. , Morey, C. C., AuBuchon, A. M. , Zwilling, C. E., & Gilchrist, A. L. (2010). Seven-year-olds allocate attention like adults unless working memory is overloaded. Developmental Science, 13, 120—133.

DeSmedt, B. , Janssen, R. , Bouwens, K., Verschaffel, L. , Boets, B. , & Ghesquiere, P. (2009). Working memory and individual differences in mathematics achievement: A longitudinal study from first grade to second grade. Journal of Experimental Child Psychology, 103, 186-201.

Gathercole, S. E., & Pickering, S. J. (2000). Working memory deficits in children with low achievements in the national curriculum at 7 years of age. British Journal of Educational Psychology, 70, 1 77—194.

Geary, D. (1993). Mathematical disabilities: Cognitive, neuropsychological, and genetic components. Psychological Bulletin, 1 14, 345—362.

Geary, D. , Brown, S. C., & Samaranayake, V. A. (1991). Cognitive addition: A short longitudinal study of strategy choice and speed-of-processing differences in normal and mathematically disabled children. Developmental Psychology, 27, 787—797.

Geary, D. , Hamson, C. O., & Hoard, M. K. (2000). Numerical and arithmetical cognition: A longitudinal study of process and concept deficits in children with learning disability. Journal of Experimental Child Psychology, 77, 236—263.

Holmes, J. , & Adams, J. W. (2006). Working memory and children’s mathematical skills: Implications for mathematical development and mathematics curricula. Educational Psychology, 26, 339—366.

Humphrey, G. K. , Humphrey, D. E. , Muir, D. W. , & Dodwell, P. C. (1986). Pattern perception in infants: Effects of structure and transformation. Journal of Experimental Child Psychology, 41, 128—148.

McGrew, K. S., & Woodcock, R. W, (2001 Technical manual: Woodcock-Johnson Ill. Rolling Meadows, IL: Riverside Publishing

Mighton, J., Sabourin, S. , & Klebanov, A. (2009). JUMP Math. Toronto, ON.

Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81—97.

Price, G., Mazzocco, M. M., & Ansari, D. (2013). Why mental arithmetic counts: Brain activation during single digit arithmetic predicts high school math scores. Journal of Neuroscience, 33, 1 56—163

Rivera, S. , Reiss, A. L., Eckert, M. A., & Menon, V. (2005). Developmental changes in mental arithmetic: Evidence for increased functional specialization in the left inferior parietal cortex. Cerebral Cortex, 15, 1 779—1790.

Sweller, J. , & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185—233.

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