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Haynes, C. & Hook, P. (In Press). Reading and Writing.  In A. Johnson and G. Lof (Eds); National Speech-Language Pathology examination review and study guide, Second Edition. Therapy Ed: Evanston, IL.

Haynes, C., Lambrecht Smith, S., & Laud, L. (2019). Structured literacy approaches to teaching written instruction. Perspectives on Language and Literacy, Summer, 22-28.

Jennings, T., Haynes, C. (2018). Deficits, assessment and intervention: From Talking to Writing:  Strategies for Supporting Narrative and Expository Writing, Second edition. Landmark School Outreach Program.

Hook, P. & Haynes, C. (2015). Deficits, assessment and intervention: Reading and writing.  In R. Schwartz (Ed.), Handbook of child language disorders, Second edition. Psychology Press.

Haynes, C. (2014).  Research-Based Strategies that Improve Reading Comprehension. In S.Dores Rodrigues, C.A. Salgado Azoni, and S. Maria Ciaska (Eds), Developmental disorders: Identification of and early intervention strategies, Rebeiro Preto Publishers: Sao Paulo.

Haynes, C. & Jennings, T. (2006/2011). Listening and speaking: Essential ingredients for teaching struggling writers. Perspectives, Volume 32, No. 2, Spring, 12-16 was selected for republication in M. Joshi & L. Moats (Eds.). Expert perspectives on intervention with reading disabilities: An anthology from publications of the International Dyslexia Association. International Dyslexia Association: Towson, MD.

Lambrecht Smith, S., Roberts, J., Locke, J. L., & Tozer, R. (2010). An exploratory study of the development of early syllable structure in reading-impaired children. Journal of Learning Disabilities. 43(4):294-307. doi: 10.1177/0022219410369094

Lambrecht Smith, S. (2009). Early phonological and lexical markers of reading disability. Reading and Writing: An Interdisciplinary Journal, 22, 25-40.

Smith, A. B., Lambrecht Smith, S., Locke, J. L., & Bennett, J.  (2008). A longitudinal study of speech timing in young children later found to have reading disability. Journal of Speech, Language, and Hearing Research, 51, 1300-1314.

Lambrecht Smith, S., Scott, K.A., Roberts, J., & Locke, J. L. (2008). Disabled readers’ performance on tasks of phonological processing, rapid naming and letter knowledge before and after kindergarten. Learning Disabilities Research & Practice, 23, 113-124

UPDATES

Look for our upcoming chapter: “Structured Literacy Intervention for Written Expression” (in Structured literacy interventions for children with reading difficulties, Guilford Press: NYC).