Impact of parental involvement in the acquisition of reading competencies by children living with dyslexia in fako division, south west region if Cameroon
Keywords:
Parental Involvement, Acquisition, Reading Competencies, Dyslexia in Fako Division, South West Region, Cameroon
Abstract
This paper is out to investigate Parental Involvement in the Acquisition of Reading Competencies by Children Living with Dyslexia in Fako Division South West Region of Cameroon. The key issues focuses on the acquisition of Reading Competencies by Dyslexic Children as an important autonomy skill. From this, the principal objective of the study was to find out the link between parental involvement and the acquisition of reading competencies by children living with dyslexia. The main research question asked was: ‘’ To what extent does parental involvement influence the acquisition of reading competencies in children living with dyslexia.’’ Hypotheses were formulated and relevant theories reviewed. This study was both quantitative and qualitative research. A quasi -experimental design (a one group pretest posttest design) was used on a sample of 15 participants (comprised of 5 pupils, 5 teachers and 5parents). Data was collected using questionnaire and interview guides. The data collected was analyzed using the Pearson correlation index. A sample of 5 pupils, 5 teachers and 5 parents were examined using questionnaire and interview. The data collected was analyzed using the Pearson correlation index. The result obtained from the hypothesis showed that there is a significant relationship between parental affection and the acquisition of reading competencies by children living with dyslexia as determined by the correlation index of = 0.911. From this result it was concluded that there is a significant relationship between parental involvement and the acquisition of reading competencies by children living with dyslexia.Consequently, a number of recommendations were made to policy makers of primary education on how to involve parents in the education of their children especially those with reading difficulties. Suggestions were also made for similar and further research to be undertaken in other towns and regions in Cameroon and in other parts of the world.
References
1. Abdul-Nabi, (2017) Al-jazeeras relationship with quarter before and after Arab Spring: Effective Public Diplomacy or blatant propaganda?. Arab media&society, 24(1), 1-21.
2. Adams, M. J. (1990). Beginning to read. Cambridge MIT Press.
3. Adjamian, P., Holliday, I., Barnes, G. et al. (2004) Induced visual illusions and gamma oscillations in human primary visual cortex. Eur J Neurosci, 20(1), 587–92.
4. Alexander-passe, N. (2010) dyslexia and Depression. The hidden Sorrow. Nova Publishers.
5. Allen, P. M., Evans, B. J. W. & Wilkins, A. J. (2009) Vision and Reading Difficulties. Ten Alps Creative
6. Ambridge, B. & Lieven, E. V. M. (2011). Language Acquisition: Contrasting theoretical approaches. Cambridge University Press
7. Appleby, Y. & Barton, D. (2009). ’’Adults Lives and Learning in Different contexts, in S. Reder & J. Bynner, (eds) Tracking Adult Literacy and Numeracy Sills. Routledge.
8. Barrick, M. R. & Mount, M. K. (1991). The big five personality dimensions and job performance: a meta-analysis. Personnel Psychology, 44(1), 1-26.
9. Bee, H. L. (1992). The developing child. Harper Collins.
10. Bellocchi, S. (2013) Developmental dyslexia, visual crowding and eye movements. In Stewart, L. C. (ed. ) Eye Movement: Developmental Perspectives, Dysfunctions and Disorders in Humans. Nova Science
11. Bernstein, B. (1971) class codes and control; Theoretical studies towards a Sociology of Language. Routledge and Kegan Paul.
12. Boal, C. A. (2004). A three-way partnership with families. Principal (Resto, Va. ), 83 (3), 26-28.
13. Brewer, J. A. (2001). Introduction to early childhood Education: Preschool through primary grades. Allyn and Bacon.
14. Brooks, J. G. & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Association for Supervision and Curriculum Development. University Press.
15. Campbell, L. (2007). Why Would Cooperation behave in Socially Responsible ways. An institutional theory of cooperate social responsibility. The Academy of Management Review, 32(2), 946-967.
16. Campbell, R. J., Robinson, W., Neelands, J., Hewston, R. & Mazzoli, L. (2007). Personalized Learning. Ambiguities in theory and Practice. Harper Collins.
17. Catsambis, S. (2001). Expanding knowledge of Parental Involvement in Children’s Secondary Education. Connections with High School Seniors’ Academic success. Social Psychology and Education. 5(2), 149-177.
18. Chapman, J. W. & W. E. Tunmer, (2003). Reading difficulties, reading-related self-perceptions, and strategies for overcoming negative self-beliefs. Reading & Writing Quarterly, 19(1), 5-24.
19. Chomsky, C. (1978). When you still can't read in third grade: After decoding, what? In S. J. Samuels (Ed. ), What research has to say about reading instruction. International Reading Association.
20. Clarke, A. (2007). Turning the professional development of cooperating teachers on its head. Relocating that responsibility within the profession. Educational Insights, 2(3), 1-10.
21. Compton-Lily, C. (2003). Reading Families. The Literate Lives of Urban Children. Teachers college press.
22. Cope, N., Eicher, J. D., Meng, H., Gibson, C. J., Hager, K. & Lacadie, C. et al. (2012) Variants in the DYX2 locus are associated with altered brain activation in reading-related brain regions in subjects with reading disability. Neuroimage, 63(1), 148–156.
23. Critchley, M. & Charles, C. Thomas. (1970). The dyslexic child. Springfeild.
24. Critchley, M. (1964). Developmental Dyslexia. William Heinemann Medical Books Limited.
25. Cutler, A., Van-Oijen, B., Norris, D., & Sanchez-Casas, R. (1996) Speeded Detection of Vowels. A cross-linguistic study, Perception & Psychophysics, 58(1), 807-822.
26. De-Certeau, M. (1984). “Reading as Poaching. ”The Practice of Everyday Life. Trans. Steven F. Rendall. University of California Press.
27. Denckla, M. B. & Rudel, R. G. (1976). Rapid Automatized Naming (RAN) – Dyslexia Differentiated From other Learning- Disabilities. Neuropsychologia, 14(4), 471-479.
28. Department of Educational psychology faculty of Education. (2020). The university of Bamenda, Cameroon. Department of Educational psychology, faculty of education. University of Buea, Buea-Cameroon. American journal of Education and learning, 5(1), 24-41, 2020.
29. Department of Educational Psychology, Faculty of education. The University of Bamenda, Bamenda, Cameroon.
30. Department of Educational Psychology, Faculty of Education. University of Buea, Buea, Cameroon. American Journal of Education and learning, 5(1), 24-41.
31. Desforges, C. & Abouchaar, A. (2003). The impact of Parental Involvement. Parental Support and Family Education on Pupil Achievement and Adjustment: A literature Review. Department of Education and skills. University Press.
32. Doran, F. & Cowan, P. A. (1975). Egocentrism and peer interaction: Testing Piaget‟s hypothesis. Retrieved January 31, 2009 from http: //www. eric. ed. gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/31/67/fb. pdf
33. Doyle, J. (1996). Dyslexia: An Introductory Guide. Singular Publishing Group, Inc.
34. Dreyfus, Stuart, E., Dreyfus, Hubert, L. (1980). "A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition" (PDF). Storming Media.
35. Edith Esch. "English and French pedagogical cultures: convergence and divergence in Cameroonian primary school teachers’ discourse", in Comparative Education. Pedagogical cultures, 48(3), 305-308.
36. Eicher, J. D. & Gruen J. R. (2013). Imaging-genetics in dyslexia: connecting risk genetic variants to brain neuroimaging and ultimately to reading impairments. Mol Genet Metab, 110(2), 201–212.
37. Englund, M. M., Luckner, A. E., Whaley, G. J. L. & Egeland, B. (1999). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations and Quality of Assistance. Journal of Educational Psychology, 4(1), 817-839.
38. Englund, M. M., Luckner, A. E., Whaley, G. J. L. & Egeland, B. (2004). Children’s Achievement in Early Elementary School; Longitudinal Effects of Parental Involvement, Expectations and Quality of Assistance. Journal of Educational Psychology, 96(4), 723-730.
39. Eric A. Anchimbe, "Socio-pragmatic Constraints to Native or Indigenous Language Education in Cameroon", in Selected Proceedings of the 36th Annual Conference on African Linguistics: Shifting the Center of Africanism in Language Politics and Economic Globalization, Cascadilla Proceedings Project, Somerville, 2006, p. 134.
40. Erickson, E. H. (1958). Young man Luther: A study in psychoanalysis and history. Norton.
41. Erikson, E. H. (1950). Childhood and society. Norton.
42. Essays, U. K. (2018). Study on the Historical Background of Parental Involvement. Retrieved from https://www.ukessays.com/essays/education/study-on-the-historical-background-of-parental-involvement-education-essay. php?vref=1
43. Esther, F. A. (2012). Cultural Variations in Parenting Styles in the Majority World Evidences from Nigeria and Cameroon. University Press.
44. Evans, B. J. W. & Stevenson, S. J. (2008) The pattern glare test: a review and determination of normative values. Ophthal Physiol Opt, 28(1), 295–309
45. Evans, B. J. W. & Joseph, F. (2002) The effect of coloured filters on the rate of reading in an adult student population. Ophthal Physiol Opt, 22(2), 535–45
46. Evans, B. J. W., Cook, A. & Richards, I. L. et al. (1994) Effect of pattern glare and coloured overlays on a simulated reading task in dyslexics and normal readers. Optom Vis Sci, 71(2), 619–28
47. Fantuzzo, J. W., Davis, G. Y. & Ginsburg, M. D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(1), 272-2281.
48. Fantuzzo, J., McWayne, C. & Perry, M. A. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33, (47), 480-500
49. Fehrmann, Paul G., Keith, Timothy Z., & Reimers, Thomas (1987). Home influence on school grades. Journal of Educational Research, 806(9), 330-337.
50. Finucci, J., Guthrie, J., Childs, A., Abbey, H. & Childs, B. (1976). The genetics of specific reading disability. Annals of Human Genetics, 40(2), 1-23.
51. Fioebel, F. (1826). On the Education of Man (Die menschenerziehung), Kailhau/Leipzig: wienbrach.
52. Fischer, F. W., Liberman, I. Y. & Shankweiler, D. (1978). Reading reversals and developmental dyslexia – further study. Cortex, 14(4), 496-510.
53. Fisher, J. H. (1905). Case of congenital word blindness (Inability to learn to read). Ophthamological. Review, 24(2), 315-318.
54. Fisher, J. H. (1910). Congenital word blindness (Inability to learn to read). Tr. Ophth. Soc. U. Kingdom.
55. Forman, G. D. & Kuschner, D. S. (1983). The child’s construction of knowledge: piaget for teaching children. Montery, C. A.: Brooks/Cole Pub. Co. International Journal of Secondary Education, 2(2), 67-79.
56. Fosnot, C. T. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. Teachers College Press.
57. Fullan, M. (1997). Broadening the concept of teacher leadership. In S. Caldwell (Ed. ), Professional development in learning-centered schools (pp. 43-48). Oxford, National Staff Development Council.
58. Garcia, L. E. & Thornton, O. (2014). The enduring importance of parental involvement. http://Neatoday.org/2014/11/18/the-enduring-importance-of-parental-involvement-2/. Date of access 07 February 2020
59. Gestwick, I. J. E., Crabtree, G. R. & G. R. & Graef, I. A. (2004)Harnessing Chaperones to generate small-molecule Inhibitors of amyloid Bggregation. Science, 306(3), 865-869
60. Gestwicki, C. (2007). Home, school, and Parent involvement in preschool. Allyn & Bacon
61. GOK Kenya Education Commission Report, part I. Government Press.
62. Goldenberg, C., Gallimore, R., Reese, L., & Garnier, H. (2001). Cause or effect? A longitudinal study of immigrant latino parents’ aspirations and expectations, and their children’s school performance. American Educational Research Journal, 38(3), 547-582.
63. Gov. (2010) Law on Persons with Disabilities. Government of Vietnam National Assembly.
64. Green, C, L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007), Parent’s motivation for involvement in children’s education; An empirical test of a theoretical model of parental provision. Journal of Educational psychology, 99(1), 532-544.
65. Grolnick, W. S. & Slowiaczek, M. L. (1994). “Parents’ Involvement in Children’s Schooling: A Multidimensional Conceptualization and Motivation Model, Child Development, 65(2), 237-252.
66. Grolnick, W. S., Benjet, C. K. C. & Apostoleris, N. H. (1997). “Predictors of parent involvement in children’s schooling”. Journal of Educational Psychology 89(1), 538-548.
67. Gross, R. D. & Humphreys, P. (1992). Psychology: The science of mind and behavior. Hodder & Stoughton.
68. Guardiola, J. G. (2001). The evolution of research of dyslexia. Anuario de Psicologia, 32(1), 3-30.
69. Harris, A. & Goodall, J. (2007). Engaging parents in raising achievement. Do parents know they matter? Department for children, schools and families. University of Press.
70. Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul. H. Brookes Publishing company.
71. Hashemi, G., Noumi, C., Ritchie, A. & Skead, K. (2017). Realizing the educational rights of children with disabilities: An overview of inclusive education in Cameroon Lynn Cockburn. Journal of ON, 12(1), 34-56.
72. Hattie, J. A. C. (2009). Visible Learning. A synthesis of overflow meta-analyses relating to achievement. Routledge.
73. Henrich, C. C., & Blackman-Jones, R. (2006). Parent involvement in preschool. In E. Zigler, W. S. Gilliam & S. M. Jones (Eds. ), A vision for Parents Involvement. University Press.
74. Hernstein, R. J. & Murray, C. A. (1994). The bell curve: Intelligence and class structure in American life. Free Press.
75. Hiebert, R., Scott, E., Wilkinson, J. & Anderson, I. (1985). Becoming a Nation of Readers. The report of the commission on reading. National Institute of Education.
76. Ho, S. E. & Willms, J. D. (1996). Effects of parental provision on eighth-grade achievement, sociology of Education 69(2), 126-141.
77. Hopkins, H. (2001). Secondary African American male students’ perceptions of factors, which influence their reading behavior. (Doctoral Dissertation, Virginia Commonwealth University, Richmond).
78. Huitt, W. & Hummel, J. (2003). Piaget‟s theory of cognitive development. Journal of Language Teaching and Research, 23(2), 45-67.
79. Idika, M. I. (2017). Influence of cognitive style and gender on secondary school students’ achievement in and attitude to chemistry. Advances in social sciences Research Journal, 4(1), 129-139.
80. Ihenacho, I. J. (1992). Special Needs Children in Nigeria. Chumez
81. International Dyslexia Association (1998) Basic facts about dyslexia: what every layperson ought to know (2nd edition). Baltimore, Author
82. Irvine, J. (1990). Black students and school failure. Policies, practices, and prescriptions. Greenwood Press.
83. Izzo, C. V., Weissberg, R. P., Kasprow, W. J. & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community psychology, 27(2) , 817-839.
84. John, M. M. (2000). "Culture and Customs of Cameroon". Greenwood Press.
85. Juel, C. (1988). Learning to read and write. A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80 (4), 437-47.
86. Kanesan, A. A., Seedee, R., Alzaidiyeen, N., Al-Shabatat, A., Alzeydeen, H. & Al-Awabdeh, A. (2011). An Investigation of Teachers’ Attitudes Towards Parental Involvement. Educational Research, 2(8), 1402-1405.
87. Karande, S. & Kuril, S. (2011). Impact of parenting practices on parent-child relationships in children with specific learning disability. Journal of Postgraduate Medicine, 57(1), 20-30.
88. Katarina Tomasevski, (2006). "Free or Fee. Global Report – The State of the Right to Education Worldwide". SAGE.
89. Kaze, Reinnier. (2014). "Bullets in the classroom: Cameroon students caught in Boko Haram crossfire - Cameroon". Relief Web.
90. Kellagan, T., Sloane, K., Alvarez, B., & Bloom, B. S. (1993). The Jossey-Bass education series. The home environment and school learning. Promoting Parental Involvement in the education of children. Jossey-Bass.
91. Kennedy, M. M., Jung, B. E. & Orland, M. E. (1986). Poverty, Achievement, and the Distribution of Compensatory Education Services. Office of Educational Research and Improvement, U. S. Department of Education.
92. Khajehpour, M. & Ghazvini, S. D. (2011). The role of parental involvement affect in children’s academic performance. Procedia-Social and Behavioral Sciences, 15(2), 1204-1208.
93. Khajehpour, M. (2011). Relationship between emotional intelligence, parental involvement and academic performance of high school students. Procedia social & Behavioral Sciences, 15(2), 1081-1086.
94. Kirk, S. A. & Gallagher, J. J. (1989). Educating exceptional children, 5th ed. Houghton-Mifflin
95. Klassen, R. M. (2002). The Changing Landscape of Learning Disabilities in Canada: Definitions and Practice from 1989-2000. School Psychology International, 23(1), 1-21.
96. Klassen, R. M., Neufeld, P. & Munro, F. (2005). When IQ is Irrelevant to the Definition of Learning Disabilities. School Psychology International, 26(2), 297-316.
97. Kodat, R. (2002). Jean Piaget‟s theory of cognitive development. Retrieved October 3, 2008 from http: //www. esortment. com/all/jeanpiagettheo_rnrn. htm
98. KPMG Foundation. (2006). The long term costs of literacy difficulties. University Press.
99. KPMG, Foundation. ( 2006). The long-term costs of Literacy Difficulties. Sage.
100. Krogh, S. L. & Slentz, K. L. (2001). Early childhood education: Yesterday, Today, and Tomorrow. Erlbaum Associates.
101. Kucer, S. B. (1987). “The Cognitive Base of Reading and Writing. “The dynamics of language learning. (Ed). J. Squire, 27-51. Urbana. IL: National Conference, 23(1), 9-11.
102. Ladd, F. T., Leibold, S. R, Lindsey, C. N., & Ornby, R. (1980). Progression in Parental Involvement. Cambridge University Press.
103. Ladson-Billings, G. (1994). The Dream Keepers. Successful teachers of African American. Jossey-Bass.
104. Lamb, C. E. & Lambert, W. J. (1980). Reading instruction in the content areas. Rand McNally
105. Landry, S. H. (2008). The role of parents in early childhood learning. In R. E. Tremblay, R. G. Barr, R., Dev. Peters, & M. Boivin (Eds). Encyclopedia on early childhood development. centre of Excellence for Early childhood Development, 34(1), 1-6.
106. Lareau, A. & Calarco, J. M. (2012). Class, cultural capital and institutions: The case of Families and schools. Cultural, 3(1), 61-86
107. Lawrence, D. B., Schoenike R. E., Quispel A. & Bond, G. (1967) British Ecological Society. Journal of Ecology, 55(3), 793-813.
108. Lee, J. & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. Education Research Journal, 43(1), 193-218.
109. Levanda, O. (2011). Parental involvement in school. A test of Hoover-Dempsey and Sandler’s model among Jewish and Arab parents in Israel. Children & Youth Service Review, 33(2), 927-935.
110. Lewis, A. & Forman, T. (2002). Contestation or collaboration? A comparative study of home-school relations. Anthropology & Education Quarterly, 33(1), 60-89.
111. Lewis, A. L. (1982). An Experimental Evaluation of a Direct Instructional Programme (Corrective Reading) with Remedial Readers in a Comprehensive School. Educational Psychology, 2(2), 121-135.
112. Lewis, R. B. & Doorlag, D. H. (1995). Teaching special students in mainstream. Merrill.
113. Linan-Thompson, S., Vaughn, S., Hickman-Davis, P. & Kouzekanani, K. (2003). Effectiveness of Supplemental Reading Instruction for Second-Grade English Language Learners with Reading Difficulties. Elementary School Journal, 103(2), 221-238.
114. Lo-oh J. L. & Muofor, S. B. (2020). Early Identification and Intervention and the Reading Ability of Children with Dyslexia in Some Primary Schools in Buea, Cameroon. American Journal of Education and Learning, 5(1), 24-41.
115. Lopez, C. O. & Donovan, L. (2009). Involving Latino parents with mathematics through family math nights. SAGE.
116. Lopez, G. R., Scribner, J. D. & Mahitivanichcha, K. (2001). Redefining parental: involvement: Lessons from high performing migrant-impacted schools. Educational Research Journal, 38(3), 253-288.
117. Lyon, R. G., Shaywitz, S. E. & Shaywitz, B. A. (2003). Defining Dyslexia, Comorbidity, Teachers Knowledge of Language and Reading. Annals of Dyslexia, 53(1), 1-14.
118. Machumu, H. J., Lawuo E. A. & Anathe, R. K. (2015). Uncovered coping strategies adopted by children living in homes with marital conflicts for their own survival. Journal of Education and Practice, 6(18), 114-128.
119. Manis, F. R., Seidenberg, M. S., McBride-chang c, & Peterson, A. (1996). “on. the bases of two subtypes of developmental [corrected] dyslexia”. Cognition, 58(2), 157-195.
120. Mapp, K. L. & Henderson, A. J. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Lab, University Press.
121. Mark, D., DeLancey, Rebecca, Neh, & Mbuh. (2000). "Historical Dictionary of Cameroon". Scarecrow Press.
122. Marshall, J. (2000). Research on response to literature. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds. ), Handbook of reading research. Vol. III (pp. 381-402). Lawrence Erlbaum Associates.
123. Maslow, A. H. (1970a). Motivation and personality. Harper & Row.
124. Maslow, A. H. (1970b). Religions, values and peak experiences. (Original work published 1966). Penguin.
125. Masten, A. S. (2014) Global perspectives on resilience in children and youth. child development, 85(1), 6-20.
126. McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5(2), 100-105.
127. McClelland, D. (1998). Identifying competencies with behavioral-event interviews. Psychological Science, 9(5), 331-339.
128. McClelland, D. C., & Litwin, G. (1967). A Brief scoring Manval for Achievement Motivation. Mcber & co.
129. McCrae, R. R. & Costa Jr, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509-520.
130. McLeod, S. A. (2018). Erik erikson's stages of psychosocial development. Simply Psychology, 45(1), 34-57.
131. McLoughlin, S. W., et al. (2003). Student motivation: A home remedy. Record, 39(3), 122-125.
132. McWayne, C. M., Fantuzzo, J. W. & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution of child competencies to Early Academic success. Developmental Psychology, 40(4), 633-645.
133. Michel, (1925-85) A Dictionary of critical Theory Length, 814words. Oxford reference
134. Miles, T. R., Haslum, M. N. & Wheeler, T. J. (1998). Gender Ratios in Dyslexia. Annals of Dyslexia, 48(1), 27-55.
135. Miller, P. (2011). A Homeless education and social capital: An examination of school and community leaders. Teachers College Record, 113(5), 1067-1104.
136. Miller, P. (2011b). The impact of the McKinney-Vento Act upon the homeless education situation. Educational policy, 25(2), 424-450.
137. Moje, E. B. (2000). "All the stories that we have": Adolescents' insights about literacy and learning in secondary schools. International Reading Association.
138. Montessori, M. (1912). the Montessori method(trans. ) Feerick A Stokes Company
139. Morgan, P. L., D. Fuchs, D. L. Compton, D. S. Cordray, & L. S. Fuchs, (2008). Does early reading failure decrease children's reading motivation? Journal of Learning Disabilities, 41(5), 387-404.
140. Morrow, L. M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76(4), 221- 230
141. Muter, V., Hulme, C. & Snowling, M. (1997). Phonological Abilities Test. The Psychological Corporation.
142. Naileip & Kalenga C. R. (2009) exploring learner’s experiences of inclusive education. The voice of the voiceless, 32(2), 67-69.
143. Nation, K. (2009). “Form-meaning links in the development of visual word recognition”. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 364(1536), 3665-74.
144. National Reading Panel. (2000). Report of the National Reading Panel. Washington, DC: National Institute of Child Health and Human Development. Dev, 9(2), 34-60.
145. 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. University Press.
146. Ndangle, Claire. "Girls' Use of Social Internet Networks: For Pedagogical Reasons or To Search for Boy Friends". PanAf Edu. PanAf. Retrieved 17 January 2012.
147. Necsoi, D. V., Porumbu, D., & Bedianu, L. F., (2013)/ The relationship between parental style and Educational outcomes of children in primary school in Romania. Procedia, Social and Behavioral sciences, 82(2), 203.
148. Newton, M. J. & Thompson, M. E. (1982). Aston Index (Revised). Learning Development Aids. Wisbeach.
149. Nsamenang, B. A. & Therese, M. S. T. (2011). "Handbook of African Educational Theories and Practices", Human Development Resource Centre (HDRC), 40(1), 483-492.
150. Nworgu, B. G. (1991). Educational Research: Basic Issues and Methodology. Wisdom Publishers Ltd.
151. O’Connor, J. R. & Wilson, B. A. (1995). Effectiveness of the Wilson Reading System used in Public School Training. In McIntyre, C. ; Pickering, J. (ed) Clinical Studies of Multisensory Structured Language Education. Salem, OR: International Multisensory, Structured Language Educational Council. Cross Ltd.
152. O’Connor, R. E. (2000). Increasing the Intensity of Intervention in Kindergarten and First Grade. Learning Disabilities Research & Practice. Eric Ltd.
153. Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 3(1), 5-14.
154. Ominde, S. H. (1964). Kenya Education Commission Report. Republic of Kenya.
155. Orton, S. T. (1930). Familial occurrence of disorders in the acquisition of language. Eugenics, 3(2), 140-147.
156. Orton, S. T. (1937). Reading, writing, and speech problems in children. Norton.
157. Pammer, K. & Vidyasagar, T. R. (2005). Integration of the Visual and Auditory Networks in Dyslexia. A Theoretical Perspective. Journal of Research in Reading, 28(1), 320-331.
158. Pellegrini, A. D. & Bartini, M. (2001) “Dominance in Early Adolescent Boys”. Affiliative and Aggressive Dimensions and Possible Functions. ”Merrill-Palmer Quarterly, 47 (1), 7-10.
159. Pennington, B. F., VanOrden, G. C., Smith, S. D., Green, P. A., & Haith, M. M. (1990). Phonological processing skills and deficits in adult dyslexics. Child Development, 61 (6), 1753-1778.
160. Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(1), 385–413.
161. Perani, D. & Abutalebi, J. (2005) The neural basis of first and second language processing. Current Opinion in Neurobiology, 15(1), 202–6.
162. Performance Analysis. (2013). The case of Directorate General of civil aviation using balanced Core card. World Review of Business Research 3(print and online).
163. Performance Analysis. (2013). the case of Directorate General or civil aviation using Balanced scorecard. World Review of Business Research 3 (print and online).
164. Peterson, R. L. & Pennington, B. F. (2015). Developmental dyslexia. Annu Rev Clin Psychol, 11(1), 283–307.
165. Piaget, J. (1936). Origins of intelligence in the child. Routledge & Kegan Paul.
166. Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 17-30.
167. Piaget, J. (1969). The psychology of the child. Macmilliam.
168. Piaget, J. (1970a). Piaget’s theory. Carmichael’s manual of child psychology, vol. 1 (pp. 703-832). Wiley.
169. Polite, V. & Davis, J. E. (1999). African American males in school and society. Teachers College Press.
170. Porumbu, D. & Necsoi, D. V. (2013). Relationship between parent/attitude and children’s school achievements. Procedia. Social and Behavioral sciences, 76(2), 707-708.
171. Pressley, M. (2001). Effective Beginning Reading Instruction. National Reading Conference.
172. Prior, J. & Gerard, M. R. (2007). Family Involvement in early childhood education. Research into practice. Thomson.
173. Prior, J. & Gerard, M. R. (2007). Family Involvement in early childhood education. Research into practice. Thomson
174. Pritchard, S. C., Coltheart, M., Palethrope., S, Castles, A. (October). “Nonword reading: comparing dual-route cascaded and connectionist dual-process models with human data”. J Exp Psychol Hum Percept Perform, 38(5), 1268-86.
175. Psych, B. (2005). Reading acquisition, Developmental Dyslexia, and Skilled Reading Across Languages. A psycholinguistic grain size Theory. Goswami.
176. Ramus, R., Rosen, S., Dakin, S., Day, B., Castellote, J., White, S. & Frith, U. (2003). Theories of Developmental Dyslexia. Insights from a Multiple Case Study of Dyslexic Adults. Brain, 126(2), 841-865.
177. RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica.
178. Reinking, D. (1998). Introduction: Synthesizing technological transformations of literacy in a post-typographic world. In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D Kieffer (Eds. ), Handbook of literacy and technology: Transformations in a post-typographical world (pp. xi-xxx). Lawrence Erlbaum Associates.
179. Reinking, D., McKenna, M. C., Labbo, L. D., & Kieffer, R. D. (1998). Handbook of literacy and technology: Transformations in a post-typographic world. Lawrence Erlbaum Associates.
180. Report of the National Committee on Educational Objectives. Republic of Kenya. Government Printers GOK (1976).
181. Reynolds, A. J. & Clements, M. A. (2005). Parent involvement and children’s school success. Family-School partnerships. Teachers College Press.
182. Reynolds, D., Nicolson, R. & Hambly, H. (2002). Evaluation of an Exercise Based Treatment for Children with Reading Difficulties. Dyslexia, 9(1), 48-71.
183. Richardson, A. J. & Wilmer, J. (2001). Association between fatty acid symptoms and dyslexia and ADHD characteristic in normal college students. Paper given at British Dyslexia Association International Conference, University of York, April 2001
184. Richardson, A. J. et. Al. (2001). Fatty Acid Deficiency sign predict the Severity of Reading and Related Problems in Dyslexic Child. paper given at British Dyslexia Association International Conference 2001.
185. Richmond, V. A., Wang, M. C., Haertel, G. D. & Walberg, H. J. (1994). What influences learning? A content analysis of review literature. Journal of Educational Researcher, 34(8), 30-43.
186. Rieber, R. W. & Robinson, D. K. (Eds. ). (2004). The essential Vygotsky. Kluwer Academic / Plenum Publishers.
187. Rimm-Kauffman, S. E., Pianta, R. C., Cox, M. & Bradley, R. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarten. Early Education and Development, 14(2), 171-190.
188. Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J. & Bradley, R. H. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarden. Early Education and Developmental, 14(9), 179-198.
189. Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. Constable.
190. Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In (ed. ) S. Koch, Psychology: A study of a science. Vol. 3: Formulations of the person and the social context. McGraw Hill.
191. Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In (ed. ) S. Koch, Psychology: A study of a science. Vol. 3: Formulations of the person and the social context. McGraw Hill.
192. Rogers, C. R. (1961). On Becoming a person: A psychotherapists view of psychotherapy. Houghton Mifflin. Rogers, C. R., Stevens, B., Gendlin, E. T., Shlien, J. M., & Van Dusen, W. (1967). (ed) Person to person: The problem of being human: A new trend in psychology. Real People Press.
193. Rogers, C. R. (1986). Carl Rogers on the Development of the Person – Centered Approach. Person-centered Review, 1(3), 257-259
194. Ruff, S., Cardebat, D., Marie, N. &, Demonet, J. F.. (2002). Enhanced response of the left frontal cortex to slowed down speech in dyslexia: an fMRI study. Neuroreport, 13(1), 1285–94.
195. Russell, K. C., Hendee, J. C. & Phillips-Miller, D. (2000). How wilderness therapy process for adolescents with behavioral problems and additions. In Cole, D. N., McCool, S. F. (Eds. ), proceedings from wilderness science in a time of change conference. Forest service, Rocky Mountain Research.
196. Sanders, M. (2001). The role of “community” in comprehensive school, family, and Community partnership programs. The Elementary School Journal, 102(1), 19-40.
197. Santrock, J. W. (2006). Educational Psychology. McGraw-Hill.
198. Schuele, C. M. (2001). Socioeconomic Influences on Children’s Language. Journal of Speech-Language pathology and Audiology, 25(1), 77-88.
199. Scribner, J. D., Young, M. D. & Pedoza, A. (1999). Building collaborative relationships with parents. In P. Reyes, J. D. Scribner, & A. Paredes-Scribner (Eds. ), Lessons from high performing Hispanic schools: Creating learning communities (pp. 36-60). Teachers College Press.
200. See Anchimbe, op. cit., pp. 134-136, as well as Ian Cheffy, "Implications of local literacy practices for literacy programmes in a multilingual community in northern Cameroon", in Compare: A Journal of Comparative and International Education, 41 (2), 247-260.
201. Shaeffer, S. (1991). A framework for collaborating for educational change. Monograph No. 3, Increasing and improving the quality of basic education. Pans, International Institute for Educational Planning, 34(1), 45-60.
202. Shankoff, J. P. & Phillips, D. A. (Eds. ), (2000). From neurons to neighborhoods: The Science of Early Childhood Development. National Academy Press.
203. Shaywitz, S. & Shaywitz, B. (2013). Dyslexia in Swaiman K. Ashwal S 3rd ed. Pediatric neurology. Mosby.
204. Sheldon, S. (2003). Linking school, family, community partnerships in urban elementary schools to student achievement on state tests. The Urban Review, 35(2), 149-164.
205. Sheldon, S. B., & Epstein, J. L. (2005b). School programs of family and community involvement to support children’s reading and literacy development across the grades. In J. Flood & P. Anders (Eds. ), Literacy Development Students in Urban Schools: Research and Policy (pp. 107-138). International Reading Association.
206. Shonkoff, J. P. & Phillips, D. (Eds). (2000) from neurons to neighborhoods. The science of early childhood development. National Academy press.
207. Shumow, L. & Miller, J. D. (2001). Parents’ at-home and at-school academic involvement with young adolescents. Journal of Early Adolescence, 21(2), 68–91.
208. Siddiqi, A., Irwin, L. & Hertzman, C. (2007). Total environment assessment model for early child development: Evidence report for the World Health Organization’s commission on the social Determinants of Health. Vancouver, BC: Human Early Learning Partnership HELP); Third’s Publishing house.
209. Siddiqi. A, Irwin. L. G. & Hertzman, C. (2009) Total environment assessment model for early child development evidence report. Vancouver, B. C. Human Early learning partnership. Press Book.
210. Simiyu, J. W. (2001). Factors, which influence the teaching of technical and vocational Subjects in primary schools in UasinGishu, District. Eric Ltd.
211. Simoni, J. M. & Adelman, H. S. (1993). School-based mutual support groups for low-income parents. Urban Review, 25(1), 335-350.
212. Singh, K., Keith, T. Z., Keith, P. B., Bickley, P. G., Trivette, P. & Anderson, E. (1995). The effects of four components of parental involvement on eighth-grade student achievement: Structural analysis of NESL-88 data. School Psychology Review, 24(2), 299–317.
213. Sizer, M. & Norman, J. M. (1997). An ecological model of home, school, and community partnerships: Implications for research and practices. Journal of Educational and Psychological Consultation, 8(2), 339–360.
214. Smrekar, C. & Cohen-Vogel, L. (2Ó01). The Voices of Parents. Rethinking the intersection of family and school., Peabody Journal of Education, 76(2) 75-100.
215. Snow, C. E., Burns, M. S. & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy Press
216. Snowling, M. J. (2000). Dyslexia. 2nded. Blackwell.
217. Stanovich, K. E. (1980). Toward an Interactive-Compensative Model of Individual Differences in the Development of reading fluency. Research Reading Quarterly, 16 (1), 32-71.
218. Stanovich, K. E. (1986). Matthew Effects in Reading. Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(1), 360-407.
219. Stanovich, K. E. (1991). Conceptual and empirical problems with discrepancy definitions. Learning Disability Quarterly, 14(1), 269-282.
220. Stein, M. R. S., & Thorkildsen, R. J. (1999). Parent involvement in education: Insights and applications from the research. Phi Delta Kappa Inc.
221. Straus, V. (2015). Report requiring kindergartens to read – as common core documents may harm some. The washing posts.
222. Stupiansky, S. W. (1997). Building understanding Together: A Constructivist Approach to Early Childhood Education. Delmar Publishers.
223. Swanson, H. L. & Hoskyn, M. (2000). Intervention Research for Students with Learning Disabilities: A Comprehensive Meta-Analysis of Group Studies. Advances in Learning and Behavioural Disabilities, 14(1), 1-153.
224. Sylva. K., Melhuish, E., Sammons, P., Siraj-Blatchford, & Taggant, B. (2004) The effective provision of pre-school education (EPPE) project- London. UK: Institute of Education, university of London. Retrieved on November 5. 2009 from www. dcsf. gov. uk.
225. Tatum, A. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Stenhouse.
226. Taylor, J. (1996). Piagetian perspectives on understanding children’s understanding. Childhood education, 72(5), 258-259.
227. Terras, M. M, Thompson, L. C. & Minnis, H. (2009). Dyslexia and Psycho-Social Functioning. An exploratory study of the role of self-esteem and understanding. Dyslexia, 15(1), 304-327.
228. The internal Dyslexia Association, (2009). Multisensory structured language teaching. University Press.
229. The Orton Society. (1962). Bulletin of the Orton Society (Vol. XII and XIII). Bradford Printing Service.
230. Thompson, P. A., Hulme, C., Nash, H. M., Gooch, D., Hayiou-Thomas, E. & Snowling, M. J. (2015). Developmental Dyslexia. Predicting individual risk. Journal of child psychology psychiatry, 56(1), 976-987.
231. Topping, K. J. & Thurston, A. (2005). Enjoying Science together. Grangermouth, Geoquest, 23(1), 25-60.
232. Torgerson, C. J., Brooks, G. & Hall, J. (2006). A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling. DfES.
233. Trotman, M. F. (2001). Involving the African American parent: Recommendations to increase the level of parent involvement within African American families. The Journal of Negro Education, 70(4), 275-285.
234. Trudell, B. (2012). Of Gateways and Gatekeepers: Language, Education and Mobility in francophone Africa. International Journal of Educational Development, 32(30), 368-375.
235. Trudell, B., Dowd, A. & Piper, B. (2016). Early Grade Literacy in African Classrooms. Lessons Learned and Future Directions, Association for the Development of Education in Africa. Guilford Press.
236. U. S. Department of Education. (1988). Institute of Education Sciences. National Center for Education Statistics, National Assessment of Educational Progress.
237. U. S. Department of Education. (1992). Institute of Education Sciences. National Center for Education Statistics, National Assessment of Educational Progress. Trends in academic progress.
238. U. S. Department of Education. (1994). Institute of Education Sciences. National Center for Education Statistics, National Assessment of Educational Progress.
239. U. S. Department of Education. (1997). Evidence that tutoring works. Washington, DC. Office of the Under-Secretary Planning and Evaluation Service.
240. U. S. Department of Education. (1998). Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress.
241. U. S. Department of Education. (2000). Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress.
242. U. S. Department of Education. (2000). National Center for Education Statistics. Digest of Education Statistics.
243. U. S. Department of Education. (2002). No Child Left Behind Act. Washington, DC.
244. U. S. Department of Education. (2003). Institute of Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress.
245. U. S. Department of Education. (2003). National Center for Education Statistics: Washington, DC.
246. U. S. Department of Education. (2005). Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress.
247. Uludag, A. (2008). Elementary pre-service teachers’ opinion about parental involvement in elementary children’s education. Teaching and Teacher Education, 24(1), 807-817.
248. UN. (1989) Convention on the Rights of the Child. United Nations General Assembly.
249. UNESCO 'World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. Adopted by the World Conference on Education for All and ' Meeting Basic Learning Needs''. World Conference on Education for All and ' Meeting Basic Learning Needs', Jomtien, Thailand, 5-9 March: UNESCO.
250. UNESCO 'The Salamanca Statement and Framework for Action on Special Needs Education'. adopted by the World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7-10 June 1994
251. UNESCO. (1994). The Salamanca and Framework for Action on Special Needs Education. UNESCO
252. universal preschool education (pp. 149–168). New York: Cambridge
253. University of Toronto. (2017). 6 Hoskin Avenue, Toronto, Canada M5S 3H3 Copyright @2017 International Dyslexia Association (IDA), Dyslexia. org. htt/ps: dyslexia. org. definition
254. US Department of Education. (2001). No Child Left Behind Act.
255. US Department of Education. (2003). Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide.
256. US Department of Education. (2003). Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide.
257. US Department of Education. (2004). Individuals with Disabilities Education Act.
258. US Department of Education. (2006). Daisy Quest Intervention Report.
259. Vaughn, S., Linan-Thompson, S. & Hickman, P. (2003). Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities. Exceptional Children, 69(1), 391-409.
260. Vellutino, F. R., Fletcher, J. M., Snowling, M. J. & Scanlon, D. M. (2004). Specific Reading Disability (Dyslexia): What have we Learned in the Past Four Decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.
261. Virginia Department of Education. (1999). Standards of Learning Test Validity and Reliability Information. University Press.
262. Vygotsky, L. (1978). Cultural, communication and cognition: Vygotskian perspectives. Cambridge University Press.
263. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
264. Vygotsky, L. S. (1978). Mind in Society. Harvard University press;
265. Wade, S. E. & Moje, E. B. (2000). The role of text in classroom learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds. ), Handbook of reading research. Vol. III (pp. 609-627). Lawrence Erlbaum Associates.
266. Wadsworth, B. J. (1989). Piaget’s theory of cognitive and affective development. Longman.
267. Wadsworth, B. J. (2004). Piaget’s Theory of cognitive and affective development Person. University of Michigan. Advised by AgnaldoArroio, University of Sao Paulo.
268. Walker, R. (2005). Social security and welfare concepts and comparisons, Milton Keynes. Open university press McGrow-Hill.
269. Wechsler, D. (2004). Wechsler Intelligence Scale for Children-IV. La Mesa. Jerome Sattler Publisher.
270. Wen. H., Liang, K. & Liu, X. (2016). Effect of Family Environment on Reading Ability: the Mediating Effects of Reading Engagement and High School Students. Sin, 48(1), 248-257.
271. Westview, E. J., Sanders, M., Simon, B., Salinas, K., Jansorn, N. & Van Voorhis, F. (2009). School, family, and community partnerships: Your handbook for action. Corwin Press.
272. Wheat, K. L., Cornelissen, P. L., Frost S. J., Hansen, P. C., Cornelissen, Frost, & Hansen. (2010). “During visual word recognition, phonology is accessed within 100ms and may be mediated by a speech production code: evidence from magnetoencephalography”. Journal of Neuroscience, 30(150), 5229-33.
273. White, C. S. & Coleman, M. (2000). Early childhood education: Building a philosophy for teaching. Upper Saddle River.
274. White, R. H. (1959). Motivation reconsidered: the concept of competence. Psychological Review, 66(1), 279-333.
275. Wiggins, G. & McTighe, J. (2005) understanding by Design (Expanded 2nd ed). Alexandria, Virginia; Association for supervision and curriculum Development. Press Book.
276. Williams, M. C., Abagail &Siegel, Donalds, S. & Wright, Patrick, M. (2006).
277. Wilmer, C., Simpkins, S. D., Dearing, E., Coronongan, P., Bouffard, S., Weiss, H. B., & Simpkins, C. S. (2008). Predicting youth out of school time participation, Parental Provision Quarterly, 54(1), 179-207.
278. Wilson, E. (1999). Reading at the middle school levels: Building active readers across the curriculum. Educational Research Service.
279. Wong, S. W. & Hughes, J. N. (2006). Ethnicity and language contributions to dimensions of parent involvement. School Psychology Review, 35(1), 645-662.
280. Wood, T., Cobb, P. & Yackel, E. (1993). Discourse, mathematical thinking, and classroom practice. In E. A. Forman, N. Minick, & C. A. Stone (Eds. ), contexts for learning: Sociocultural dynamics in children’s development (p. 91-199). Oxford University Press.
281. Wright, K., Stegelin, D. A. & Hartle, L. (2007). Building school and community partnerships through parent involvement (3rd ed. ). Pearson Merill/Prentice Hall.
282. Zellman, G. L. & Waterman, J. M. (1998). Understanding the impact of parent school involvement on children's educational outcomes. youmo/ of Educational Research. 9r, 2(2), 370-380.
283. Zenhas, A. (2006). O papel do director de turmanacolaboraçãoescola-família. Colecção Panorama, Porto Editora.
284. Zhan, M. (2006). Assets, parental expectations and involvement, and children’s educational performance. Children and Youth Services Review, 28(1), 961-975
285. Zheng, C., Erickson, A. G., Kingston, N. M. & Noonan, P. M. (2014). The relationship among self-determination, self-concept and academic achievement for students with learning disabilities. Journal of learning disabilities, 47(1), 462-474.
286. Ziegler, J. C. & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading across Languages: A Psycholinguistic Size Theory. Psychological Bulletin, 131(5), 3-29.
287. Ziegler, J. C. (2005). Do Differences in Brain Activation Challenge Universal Theories of Dyslexia? Brain and Language, 98(2), 341-343.
288. Ziegler, J. C., Perry, C., Ma-Wyatt, A., Ladner, D. & Schulte-Körne, G. (2003). Developmental Dyslexia in Different Languages: Language-Specific or Universal? Journal of Experimental Child Psychology, 86(1), 169-193
289. Zigler, E. (1992). Head Start. The inside story of America’s most successful educational experiment. Harper Collins.
2. Adams, M. J. (1990). Beginning to read. Cambridge MIT Press.
3. Adjamian, P., Holliday, I., Barnes, G. et al. (2004) Induced visual illusions and gamma oscillations in human primary visual cortex. Eur J Neurosci, 20(1), 587–92.
4. Alexander-passe, N. (2010) dyslexia and Depression. The hidden Sorrow. Nova Publishers.
5. Allen, P. M., Evans, B. J. W. & Wilkins, A. J. (2009) Vision and Reading Difficulties. Ten Alps Creative
6. Ambridge, B. & Lieven, E. V. M. (2011). Language Acquisition: Contrasting theoretical approaches. Cambridge University Press
7. Appleby, Y. & Barton, D. (2009). ’’Adults Lives and Learning in Different contexts, in S. Reder & J. Bynner, (eds) Tracking Adult Literacy and Numeracy Sills. Routledge.
8. Barrick, M. R. & Mount, M. K. (1991). The big five personality dimensions and job performance: a meta-analysis. Personnel Psychology, 44(1), 1-26.
9. Bee, H. L. (1992). The developing child. Harper Collins.
10. Bellocchi, S. (2013) Developmental dyslexia, visual crowding and eye movements. In Stewart, L. C. (ed. ) Eye Movement: Developmental Perspectives, Dysfunctions and Disorders in Humans. Nova Science
11. Bernstein, B. (1971) class codes and control; Theoretical studies towards a Sociology of Language. Routledge and Kegan Paul.
12. Boal, C. A. (2004). A three-way partnership with families. Principal (Resto, Va. ), 83 (3), 26-28.
13. Brewer, J. A. (2001). Introduction to early childhood Education: Preschool through primary grades. Allyn and Bacon.
14. Brooks, J. G. & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Association for Supervision and Curriculum Development. University Press.
15. Campbell, L. (2007). Why Would Cooperation behave in Socially Responsible ways. An institutional theory of cooperate social responsibility. The Academy of Management Review, 32(2), 946-967.
16. Campbell, R. J., Robinson, W., Neelands, J., Hewston, R. & Mazzoli, L. (2007). Personalized Learning. Ambiguities in theory and Practice. Harper Collins.
17. Catsambis, S. (2001). Expanding knowledge of Parental Involvement in Children’s Secondary Education. Connections with High School Seniors’ Academic success. Social Psychology and Education. 5(2), 149-177.
18. Chapman, J. W. & W. E. Tunmer, (2003). Reading difficulties, reading-related self-perceptions, and strategies for overcoming negative self-beliefs. Reading & Writing Quarterly, 19(1), 5-24.
19. Chomsky, C. (1978). When you still can't read in third grade: After decoding, what? In S. J. Samuels (Ed. ), What research has to say about reading instruction. International Reading Association.
20. Clarke, A. (2007). Turning the professional development of cooperating teachers on its head. Relocating that responsibility within the profession. Educational Insights, 2(3), 1-10.
21. Compton-Lily, C. (2003). Reading Families. The Literate Lives of Urban Children. Teachers college press.
22. Cope, N., Eicher, J. D., Meng, H., Gibson, C. J., Hager, K. & Lacadie, C. et al. (2012) Variants in the DYX2 locus are associated with altered brain activation in reading-related brain regions in subjects with reading disability. Neuroimage, 63(1), 148–156.
23. Critchley, M. & Charles, C. Thomas. (1970). The dyslexic child. Springfeild.
24. Critchley, M. (1964). Developmental Dyslexia. William Heinemann Medical Books Limited.
25. Cutler, A., Van-Oijen, B., Norris, D., & Sanchez-Casas, R. (1996) Speeded Detection of Vowels. A cross-linguistic study, Perception & Psychophysics, 58(1), 807-822.
26. De-Certeau, M. (1984). “Reading as Poaching. ”The Practice of Everyday Life. Trans. Steven F. Rendall. University of California Press.
27. Denckla, M. B. & Rudel, R. G. (1976). Rapid Automatized Naming (RAN) – Dyslexia Differentiated From other Learning- Disabilities. Neuropsychologia, 14(4), 471-479.
28. Department of Educational psychology faculty of Education. (2020). The university of Bamenda, Cameroon. Department of Educational psychology, faculty of education. University of Buea, Buea-Cameroon. American journal of Education and learning, 5(1), 24-41, 2020.
29. Department of Educational Psychology, Faculty of education. The University of Bamenda, Bamenda, Cameroon.
30. Department of Educational Psychology, Faculty of Education. University of Buea, Buea, Cameroon. American Journal of Education and learning, 5(1), 24-41.
31. Desforges, C. & Abouchaar, A. (2003). The impact of Parental Involvement. Parental Support and Family Education on Pupil Achievement and Adjustment: A literature Review. Department of Education and skills. University Press.
32. Doran, F. & Cowan, P. A. (1975). Egocentrism and peer interaction: Testing Piaget‟s hypothesis. Retrieved January 31, 2009 from http: //www. eric. ed. gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/31/67/fb. pdf
33. Doyle, J. (1996). Dyslexia: An Introductory Guide. Singular Publishing Group, Inc.
34. Dreyfus, Stuart, E., Dreyfus, Hubert, L. (1980). "A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition" (PDF). Storming Media.
35. Edith Esch. "English and French pedagogical cultures: convergence and divergence in Cameroonian primary school teachers’ discourse", in Comparative Education. Pedagogical cultures, 48(3), 305-308.
36. Eicher, J. D. & Gruen J. R. (2013). Imaging-genetics in dyslexia: connecting risk genetic variants to brain neuroimaging and ultimately to reading impairments. Mol Genet Metab, 110(2), 201–212.
37. Englund, M. M., Luckner, A. E., Whaley, G. J. L. & Egeland, B. (1999). Children’s Achievement in Early Elementary School: Longitudinal Effects of Parental Involvement, Expectations and Quality of Assistance. Journal of Educational Psychology, 4(1), 817-839.
38. Englund, M. M., Luckner, A. E., Whaley, G. J. L. & Egeland, B. (2004). Children’s Achievement in Early Elementary School; Longitudinal Effects of Parental Involvement, Expectations and Quality of Assistance. Journal of Educational Psychology, 96(4), 723-730.
39. Eric A. Anchimbe, "Socio-pragmatic Constraints to Native or Indigenous Language Education in Cameroon", in Selected Proceedings of the 36th Annual Conference on African Linguistics: Shifting the Center of Africanism in Language Politics and Economic Globalization, Cascadilla Proceedings Project, Somerville, 2006, p. 134.
40. Erickson, E. H. (1958). Young man Luther: A study in psychoanalysis and history. Norton.
41. Erikson, E. H. (1950). Childhood and society. Norton.
42. Essays, U. K. (2018). Study on the Historical Background of Parental Involvement. Retrieved from https://www.ukessays.com/essays/education/study-on-the-historical-background-of-parental-involvement-education-essay. php?vref=1
43. Esther, F. A. (2012). Cultural Variations in Parenting Styles in the Majority World Evidences from Nigeria and Cameroon. University Press.
44. Evans, B. J. W. & Stevenson, S. J. (2008) The pattern glare test: a review and determination of normative values. Ophthal Physiol Opt, 28(1), 295–309
45. Evans, B. J. W. & Joseph, F. (2002) The effect of coloured filters on the rate of reading in an adult student population. Ophthal Physiol Opt, 22(2), 535–45
46. Evans, B. J. W., Cook, A. & Richards, I. L. et al. (1994) Effect of pattern glare and coloured overlays on a simulated reading task in dyslexics and normal readers. Optom Vis Sci, 71(2), 619–28
47. Fantuzzo, J. W., Davis, G. Y. & Ginsburg, M. D. (1995). Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. Journal of Educational Psychology, 87(1), 272-2281.
48. Fantuzzo, J., McWayne, C. & Perry, M. A. (2004). Multiple dimensions of family involvement and their relations to behavioral and learning competencies for urban, low-income children. School Psychology Review, 33, (47), 480-500
49. Fehrmann, Paul G., Keith, Timothy Z., & Reimers, Thomas (1987). Home influence on school grades. Journal of Educational Research, 806(9), 330-337.
50. Finucci, J., Guthrie, J., Childs, A., Abbey, H. & Childs, B. (1976). The genetics of specific reading disability. Annals of Human Genetics, 40(2), 1-23.
51. Fioebel, F. (1826). On the Education of Man (Die menschenerziehung), Kailhau/Leipzig: wienbrach.
52. Fischer, F. W., Liberman, I. Y. & Shankweiler, D. (1978). Reading reversals and developmental dyslexia – further study. Cortex, 14(4), 496-510.
53. Fisher, J. H. (1905). Case of congenital word blindness (Inability to learn to read). Ophthamological. Review, 24(2), 315-318.
54. Fisher, J. H. (1910). Congenital word blindness (Inability to learn to read). Tr. Ophth. Soc. U. Kingdom.
55. Forman, G. D. & Kuschner, D. S. (1983). The child’s construction of knowledge: piaget for teaching children. Montery, C. A.: Brooks/Cole Pub. Co. International Journal of Secondary Education, 2(2), 67-79.
56. Fosnot, C. T. (1989). Enquiring teachers, enquiring learners: A constructivist approach for teaching. Teachers College Press.
57. Fullan, M. (1997). Broadening the concept of teacher leadership. In S. Caldwell (Ed. ), Professional development in learning-centered schools (pp. 43-48). Oxford, National Staff Development Council.
58. Garcia, L. E. & Thornton, O. (2014). The enduring importance of parental involvement. http://Neatoday.org/2014/11/18/the-enduring-importance-of-parental-involvement-2/. Date of access 07 February 2020
59. Gestwick, I. J. E., Crabtree, G. R. & G. R. & Graef, I. A. (2004)Harnessing Chaperones to generate small-molecule Inhibitors of amyloid Bggregation. Science, 306(3), 865-869
60. Gestwicki, C. (2007). Home, school, and Parent involvement in preschool. Allyn & Bacon
61. GOK Kenya Education Commission Report, part I. Government Press.
62. Goldenberg, C., Gallimore, R., Reese, L., & Garnier, H. (2001). Cause or effect? A longitudinal study of immigrant latino parents’ aspirations and expectations, and their children’s school performance. American Educational Research Journal, 38(3), 547-582.
63. Gov. (2010) Law on Persons with Disabilities. Government of Vietnam National Assembly.
64. Green, C, L., Walker, J. M. T., Hoover-Dempsey, K. V., & Sandler, H. M. (2007), Parent’s motivation for involvement in children’s education; An empirical test of a theoretical model of parental provision. Journal of Educational psychology, 99(1), 532-544.
65. Grolnick, W. S. & Slowiaczek, M. L. (1994). “Parents’ Involvement in Children’s Schooling: A Multidimensional Conceptualization and Motivation Model, Child Development, 65(2), 237-252.
66. Grolnick, W. S., Benjet, C. K. C. & Apostoleris, N. H. (1997). “Predictors of parent involvement in children’s schooling”. Journal of Educational Psychology 89(1), 538-548.
67. Gross, R. D. & Humphreys, P. (1992). Psychology: The science of mind and behavior. Hodder & Stoughton.
68. Guardiola, J. G. (2001). The evolution of research of dyslexia. Anuario de Psicologia, 32(1), 3-30.
69. Harris, A. & Goodall, J. (2007). Engaging parents in raising achievement. Do parents know they matter? Department for children, schools and families. University of Press.
70. Hart, B. & Risley, T. R. (1995). Meaningful differences in the everyday experience of young American children. Paul. H. Brookes Publishing company.
71. Hashemi, G., Noumi, C., Ritchie, A. & Skead, K. (2017). Realizing the educational rights of children with disabilities: An overview of inclusive education in Cameroon Lynn Cockburn. Journal of ON, 12(1), 34-56.
72. Hattie, J. A. C. (2009). Visible Learning. A synthesis of overflow meta-analyses relating to achievement. Routledge.
73. Henrich, C. C., & Blackman-Jones, R. (2006). Parent involvement in preschool. In E. Zigler, W. S. Gilliam & S. M. Jones (Eds. ), A vision for Parents Involvement. University Press.
74. Hernstein, R. J. & Murray, C. A. (1994). The bell curve: Intelligence and class structure in American life. Free Press.
75. Hiebert, R., Scott, E., Wilkinson, J. & Anderson, I. (1985). Becoming a Nation of Readers. The report of the commission on reading. National Institute of Education.
76. Ho, S. E. & Willms, J. D. (1996). Effects of parental provision on eighth-grade achievement, sociology of Education 69(2), 126-141.
77. Hopkins, H. (2001). Secondary African American male students’ perceptions of factors, which influence their reading behavior. (Doctoral Dissertation, Virginia Commonwealth University, Richmond).
78. Huitt, W. & Hummel, J. (2003). Piaget‟s theory of cognitive development. Journal of Language Teaching and Research, 23(2), 45-67.
79. Idika, M. I. (2017). Influence of cognitive style and gender on secondary school students’ achievement in and attitude to chemistry. Advances in social sciences Research Journal, 4(1), 129-139.
80. Ihenacho, I. J. (1992). Special Needs Children in Nigeria. Chumez
81. International Dyslexia Association (1998) Basic facts about dyslexia: what every layperson ought to know (2nd edition). Baltimore, Author
82. Irvine, J. (1990). Black students and school failure. Policies, practices, and prescriptions. Greenwood Press.
83. Izzo, C. V., Weissberg, R. P., Kasprow, W. J. & Fendrich, M. (1999). A longitudinal assessment of teacher perceptions of parent involvement in children’s education and school performance. American Journal of Community psychology, 27(2) , 817-839.
84. John, M. M. (2000). "Culture and Customs of Cameroon". Greenwood Press.
85. Juel, C. (1988). Learning to read and write. A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80 (4), 437-47.
86. Kanesan, A. A., Seedee, R., Alzaidiyeen, N., Al-Shabatat, A., Alzeydeen, H. & Al-Awabdeh, A. (2011). An Investigation of Teachers’ Attitudes Towards Parental Involvement. Educational Research, 2(8), 1402-1405.
87. Karande, S. & Kuril, S. (2011). Impact of parenting practices on parent-child relationships in children with specific learning disability. Journal of Postgraduate Medicine, 57(1), 20-30.
88. Katarina Tomasevski, (2006). "Free or Fee. Global Report – The State of the Right to Education Worldwide". SAGE.
89. Kaze, Reinnier. (2014). "Bullets in the classroom: Cameroon students caught in Boko Haram crossfire - Cameroon". Relief Web.
90. Kellagan, T., Sloane, K., Alvarez, B., & Bloom, B. S. (1993). The Jossey-Bass education series. The home environment and school learning. Promoting Parental Involvement in the education of children. Jossey-Bass.
91. Kennedy, M. M., Jung, B. E. & Orland, M. E. (1986). Poverty, Achievement, and the Distribution of Compensatory Education Services. Office of Educational Research and Improvement, U. S. Department of Education.
92. Khajehpour, M. & Ghazvini, S. D. (2011). The role of parental involvement affect in children’s academic performance. Procedia-Social and Behavioral Sciences, 15(2), 1204-1208.
93. Khajehpour, M. (2011). Relationship between emotional intelligence, parental involvement and academic performance of high school students. Procedia social & Behavioral Sciences, 15(2), 1081-1086.
94. Kirk, S. A. & Gallagher, J. J. (1989). Educating exceptional children, 5th ed. Houghton-Mifflin
95. Klassen, R. M. (2002). The Changing Landscape of Learning Disabilities in Canada: Definitions and Practice from 1989-2000. School Psychology International, 23(1), 1-21.
96. Klassen, R. M., Neufeld, P. & Munro, F. (2005). When IQ is Irrelevant to the Definition of Learning Disabilities. School Psychology International, 26(2), 297-316.
97. Kodat, R. (2002). Jean Piaget‟s theory of cognitive development. Retrieved October 3, 2008 from http: //www. esortment. com/all/jeanpiagettheo_rnrn. htm
98. KPMG Foundation. (2006). The long term costs of literacy difficulties. University Press.
99. KPMG, Foundation. ( 2006). The long-term costs of Literacy Difficulties. Sage.
100. Krogh, S. L. & Slentz, K. L. (2001). Early childhood education: Yesterday, Today, and Tomorrow. Erlbaum Associates.
101. Kucer, S. B. (1987). “The Cognitive Base of Reading and Writing. “The dynamics of language learning. (Ed). J. Squire, 27-51. Urbana. IL: National Conference, 23(1), 9-11.
102. Ladd, F. T., Leibold, S. R, Lindsey, C. N., & Ornby, R. (1980). Progression in Parental Involvement. Cambridge University Press.
103. Ladson-Billings, G. (1994). The Dream Keepers. Successful teachers of African American. Jossey-Bass.
104. Lamb, C. E. & Lambert, W. J. (1980). Reading instruction in the content areas. Rand McNally
105. Landry, S. H. (2008). The role of parents in early childhood learning. In R. E. Tremblay, R. G. Barr, R., Dev. Peters, & M. Boivin (Eds). Encyclopedia on early childhood development. centre of Excellence for Early childhood Development, 34(1), 1-6.
106. Lareau, A. & Calarco, J. M. (2012). Class, cultural capital and institutions: The case of Families and schools. Cultural, 3(1), 61-86
107. Lawrence, D. B., Schoenike R. E., Quispel A. & Bond, G. (1967) British Ecological Society. Journal of Ecology, 55(3), 793-813.
108. Lee, J. & Bowen, N. K. (2006). Parent involvement, cultural capital, and the achievement gap among elementary school children. Education Research Journal, 43(1), 193-218.
109. Levanda, O. (2011). Parental involvement in school. A test of Hoover-Dempsey and Sandler’s model among Jewish and Arab parents in Israel. Children & Youth Service Review, 33(2), 927-935.
110. Lewis, A. & Forman, T. (2002). Contestation or collaboration? A comparative study of home-school relations. Anthropology & Education Quarterly, 33(1), 60-89.
111. Lewis, A. L. (1982). An Experimental Evaluation of a Direct Instructional Programme (Corrective Reading) with Remedial Readers in a Comprehensive School. Educational Psychology, 2(2), 121-135.
112. Lewis, R. B. & Doorlag, D. H. (1995). Teaching special students in mainstream. Merrill.
113. Linan-Thompson, S., Vaughn, S., Hickman-Davis, P. & Kouzekanani, K. (2003). Effectiveness of Supplemental Reading Instruction for Second-Grade English Language Learners with Reading Difficulties. Elementary School Journal, 103(2), 221-238.
114. Lo-oh J. L. & Muofor, S. B. (2020). Early Identification and Intervention and the Reading Ability of Children with Dyslexia in Some Primary Schools in Buea, Cameroon. American Journal of Education and Learning, 5(1), 24-41.
115. Lopez, C. O. & Donovan, L. (2009). Involving Latino parents with mathematics through family math nights. SAGE.
116. Lopez, G. R., Scribner, J. D. & Mahitivanichcha, K. (2001). Redefining parental: involvement: Lessons from high performing migrant-impacted schools. Educational Research Journal, 38(3), 253-288.
117. Lyon, R. G., Shaywitz, S. E. & Shaywitz, B. A. (2003). Defining Dyslexia, Comorbidity, Teachers Knowledge of Language and Reading. Annals of Dyslexia, 53(1), 1-14.
118. Machumu, H. J., Lawuo E. A. & Anathe, R. K. (2015). Uncovered coping strategies adopted by children living in homes with marital conflicts for their own survival. Journal of Education and Practice, 6(18), 114-128.
119. Manis, F. R., Seidenberg, M. S., McBride-chang c, & Peterson, A. (1996). “on. the bases of two subtypes of developmental [corrected] dyslexia”. Cognition, 58(2), 157-195.
120. Mapp, K. L. & Henderson, A. J. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Southwest Educational Development Lab, University Press.
121. Mark, D., DeLancey, Rebecca, Neh, & Mbuh. (2000). "Historical Dictionary of Cameroon". Scarecrow Press.
122. Marshall, J. (2000). Research on response to literature. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds. ), Handbook of reading research. Vol. III (pp. 381-402). Lawrence Erlbaum Associates.
123. Maslow, A. H. (1970a). Motivation and personality. Harper & Row.
124. Maslow, A. H. (1970b). Religions, values and peak experiences. (Original work published 1966). Penguin.
125. Masten, A. S. (2014) Global perspectives on resilience in children and youth. child development, 85(1), 6-20.
126. McAdams, D. P. (2001). The psychology of life stories. Review of General Psychology, 5(2), 100-105.
127. McClelland, D. (1998). Identifying competencies with behavioral-event interviews. Psychological Science, 9(5), 331-339.
128. McClelland, D. C., & Litwin, G. (1967). A Brief scoring Manval for Achievement Motivation. Mcber & co.
129. McCrae, R. R. & Costa Jr, P. T. (1997). Personality trait structure as a human universal. American Psychologist, 52(5), 509-520.
130. McLeod, S. A. (2018). Erik erikson's stages of psychosocial development. Simply Psychology, 45(1), 34-57.
131. McLoughlin, S. W., et al. (2003). Student motivation: A home remedy. Record, 39(3), 122-125.
132. McWayne, C. M., Fantuzzo, J. W. & McDermott, P. A. (2004). Preschool competency in context: An investigation of the unique contribution of child competencies to Early Academic success. Developmental Psychology, 40(4), 633-645.
133. Michel, (1925-85) A Dictionary of critical Theory Length, 814words. Oxford reference
134. Miles, T. R., Haslum, M. N. & Wheeler, T. J. (1998). Gender Ratios in Dyslexia. Annals of Dyslexia, 48(1), 27-55.
135. Miller, P. (2011). A Homeless education and social capital: An examination of school and community leaders. Teachers College Record, 113(5), 1067-1104.
136. Miller, P. (2011b). The impact of the McKinney-Vento Act upon the homeless education situation. Educational policy, 25(2), 424-450.
137. Moje, E. B. (2000). "All the stories that we have": Adolescents' insights about literacy and learning in secondary schools. International Reading Association.
138. Montessori, M. (1912). the Montessori method(trans. ) Feerick A Stokes Company
139. Morgan, P. L., D. Fuchs, D. L. Compton, D. S. Cordray, & L. S. Fuchs, (2008). Does early reading failure decrease children's reading motivation? Journal of Learning Disabilities, 41(5), 387-404.
140. Morrow, L. M. (1983). Home and school correlates of early interest in literature. Journal of Educational Research, 76(4), 221- 230
141. Muter, V., Hulme, C. & Snowling, M. (1997). Phonological Abilities Test. The Psychological Corporation.
142. Naileip & Kalenga C. R. (2009) exploring learner’s experiences of inclusive education. The voice of the voiceless, 32(2), 67-69.
143. Nation, K. (2009). “Form-meaning links in the development of visual word recognition”. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 364(1536), 3665-74.
144. National Reading Panel. (2000). Report of the National Reading Panel. Washington, DC: National Institute of Child Health and Human Development. Dev, 9(2), 34-60.
145. 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. University Press.
146. Ndangle, Claire. "Girls' Use of Social Internet Networks: For Pedagogical Reasons or To Search for Boy Friends". PanAf Edu. PanAf. Retrieved 17 January 2012.
147. Necsoi, D. V., Porumbu, D., & Bedianu, L. F., (2013)/ The relationship between parental style and Educational outcomes of children in primary school in Romania. Procedia, Social and Behavioral sciences, 82(2), 203.
148. Newton, M. J. & Thompson, M. E. (1982). Aston Index (Revised). Learning Development Aids. Wisbeach.
149. Nsamenang, B. A. & Therese, M. S. T. (2011). "Handbook of African Educational Theories and Practices", Human Development Resource Centre (HDRC), 40(1), 483-492.
150. Nworgu, B. G. (1991). Educational Research: Basic Issues and Methodology. Wisdom Publishers Ltd.
151. O’Connor, J. R. & Wilson, B. A. (1995). Effectiveness of the Wilson Reading System used in Public School Training. In McIntyre, C. ; Pickering, J. (ed) Clinical Studies of Multisensory Structured Language Education. Salem, OR: International Multisensory, Structured Language Educational Council. Cross Ltd.
152. O’Connor, R. E. (2000). Increasing the Intensity of Intervention in Kindergarten and First Grade. Learning Disabilities Research & Practice. Eric Ltd.
153. Ogbu, J. U. (1992). Understanding cultural diversity and learning. Educational Researcher, 3(1), 5-14.
154. Ominde, S. H. (1964). Kenya Education Commission Report. Republic of Kenya.
155. Orton, S. T. (1930). Familial occurrence of disorders in the acquisition of language. Eugenics, 3(2), 140-147.
156. Orton, S. T. (1937). Reading, writing, and speech problems in children. Norton.
157. Pammer, K. & Vidyasagar, T. R. (2005). Integration of the Visual and Auditory Networks in Dyslexia. A Theoretical Perspective. Journal of Research in Reading, 28(1), 320-331.
158. Pellegrini, A. D. & Bartini, M. (2001) “Dominance in Early Adolescent Boys”. Affiliative and Aggressive Dimensions and Possible Functions. ”Merrill-Palmer Quarterly, 47 (1), 7-10.
159. Pennington, B. F., VanOrden, G. C., Smith, S. D., Green, P. A., & Haith, M. M. (1990). Phonological processing skills and deficits in adult dyslexics. Child Development, 61 (6), 1753-1778.
160. Pennington, B. F. (2006). From single to multiple deficit models of developmental disorders. Cognition, 101(1), 385–413.
161. Perani, D. & Abutalebi, J. (2005) The neural basis of first and second language processing. Current Opinion in Neurobiology, 15(1), 202–6.
162. Performance Analysis. (2013). The case of Directorate General of civil aviation using balanced Core card. World Review of Business Research 3(print and online).
163. Performance Analysis. (2013). the case of Directorate General or civil aviation using Balanced scorecard. World Review of Business Research 3 (print and online).
164. Peterson, R. L. & Pennington, B. F. (2015). Developmental dyslexia. Annu Rev Clin Psychol, 11(1), 283–307.
165. Piaget, J. (1936). Origins of intelligence in the child. Routledge & Kegan Paul.
166. Piaget, J. (1964). Part I: Cognitive development in children: Piaget development and learning. Journal of Research in Science Teaching, 2(3), 17-30.
167. Piaget, J. (1969). The psychology of the child. Macmilliam.
168. Piaget, J. (1970a). Piaget’s theory. Carmichael’s manual of child psychology, vol. 1 (pp. 703-832). Wiley.
169. Polite, V. & Davis, J. E. (1999). African American males in school and society. Teachers College Press.
170. Porumbu, D. & Necsoi, D. V. (2013). Relationship between parent/attitude and children’s school achievements. Procedia. Social and Behavioral sciences, 76(2), 707-708.
171. Pressley, M. (2001). Effective Beginning Reading Instruction. National Reading Conference.
172. Prior, J. & Gerard, M. R. (2007). Family Involvement in early childhood education. Research into practice. Thomson.
173. Prior, J. & Gerard, M. R. (2007). Family Involvement in early childhood education. Research into practice. Thomson
174. Pritchard, S. C., Coltheart, M., Palethrope., S, Castles, A. (October). “Nonword reading: comparing dual-route cascaded and connectionist dual-process models with human data”. J Exp Psychol Hum Percept Perform, 38(5), 1268-86.
175. Psych, B. (2005). Reading acquisition, Developmental Dyslexia, and Skilled Reading Across Languages. A psycholinguistic grain size Theory. Goswami.
176. Ramus, R., Rosen, S., Dakin, S., Day, B., Castellote, J., White, S. & Frith, U. (2003). Theories of Developmental Dyslexia. Insights from a Multiple Case Study of Dyslexic Adults. Brain, 126(2), 841-865.
177. RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica.
178. Reinking, D. (1998). Introduction: Synthesizing technological transformations of literacy in a post-typographic world. In D. Reinking, M. C. McKenna, L. D. Labbo, & R. D Kieffer (Eds. ), Handbook of literacy and technology: Transformations in a post-typographical world (pp. xi-xxx). Lawrence Erlbaum Associates.
179. Reinking, D., McKenna, M. C., Labbo, L. D., & Kieffer, R. D. (1998). Handbook of literacy and technology: Transformations in a post-typographic world. Lawrence Erlbaum Associates.
180. Report of the National Committee on Educational Objectives. Republic of Kenya. Government Printers GOK (1976).
181. Reynolds, A. J. & Clements, M. A. (2005). Parent involvement and children’s school success. Family-School partnerships. Teachers College Press.
182. Reynolds, D., Nicolson, R. & Hambly, H. (2002). Evaluation of an Exercise Based Treatment for Children with Reading Difficulties. Dyslexia, 9(1), 48-71.
183. Richardson, A. J. & Wilmer, J. (2001). Association between fatty acid symptoms and dyslexia and ADHD characteristic in normal college students. Paper given at British Dyslexia Association International Conference, University of York, April 2001
184. Richardson, A. J. et. Al. (2001). Fatty Acid Deficiency sign predict the Severity of Reading and Related Problems in Dyslexic Child. paper given at British Dyslexia Association International Conference 2001.
185. Richmond, V. A., Wang, M. C., Haertel, G. D. & Walberg, H. J. (1994). What influences learning? A content analysis of review literature. Journal of Educational Researcher, 34(8), 30-43.
186. Rieber, R. W. & Robinson, D. K. (Eds. ). (2004). The essential Vygotsky. Kluwer Academic / Plenum Publishers.
187. Rimm-Kauffman, S. E., Pianta, R. C., Cox, M. & Bradley, R. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarten. Early Education and Development, 14(2), 171-190.
188. Rimm-Kaufman, S. E., Pianta, R. C., Cox, M. J. & Bradley, R. H. (2003). Teacher-rated family involvement and children’s social and academic outcomes in kindergarden. Early Education and Developmental, 14(9), 179-198.
189. Rogers, C. (1951). Client-centered therapy: Its current practice, implications and theory. Constable.
190. Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In (ed. ) S. Koch, Psychology: A study of a science. Vol. 3: Formulations of the person and the social context. McGraw Hill.
191. Rogers, C. (1959). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In (ed. ) S. Koch, Psychology: A study of a science. Vol. 3: Formulations of the person and the social context. McGraw Hill.
192. Rogers, C. R. (1961). On Becoming a person: A psychotherapists view of psychotherapy. Houghton Mifflin. Rogers, C. R., Stevens, B., Gendlin, E. T., Shlien, J. M., & Van Dusen, W. (1967). (ed) Person to person: The problem of being human: A new trend in psychology. Real People Press.
193. Rogers, C. R. (1986). Carl Rogers on the Development of the Person – Centered Approach. Person-centered Review, 1(3), 257-259
194. Ruff, S., Cardebat, D., Marie, N. &, Demonet, J. F.. (2002). Enhanced response of the left frontal cortex to slowed down speech in dyslexia: an fMRI study. Neuroreport, 13(1), 1285–94.
195. Russell, K. C., Hendee, J. C. & Phillips-Miller, D. (2000). How wilderness therapy process for adolescents with behavioral problems and additions. In Cole, D. N., McCool, S. F. (Eds. ), proceedings from wilderness science in a time of change conference. Forest service, Rocky Mountain Research.
196. Sanders, M. (2001). The role of “community” in comprehensive school, family, and Community partnership programs. The Elementary School Journal, 102(1), 19-40.
197. Santrock, J. W. (2006). Educational Psychology. McGraw-Hill.
198. Schuele, C. M. (2001). Socioeconomic Influences on Children’s Language. Journal of Speech-Language pathology and Audiology, 25(1), 77-88.
199. Scribner, J. D., Young, M. D. & Pedoza, A. (1999). Building collaborative relationships with parents. In P. Reyes, J. D. Scribner, & A. Paredes-Scribner (Eds. ), Lessons from high performing Hispanic schools: Creating learning communities (pp. 36-60). Teachers College Press.
200. See Anchimbe, op. cit., pp. 134-136, as well as Ian Cheffy, "Implications of local literacy practices for literacy programmes in a multilingual community in northern Cameroon", in Compare: A Journal of Comparative and International Education, 41 (2), 247-260.
201. Shaeffer, S. (1991). A framework for collaborating for educational change. Monograph No. 3, Increasing and improving the quality of basic education. Pans, International Institute for Educational Planning, 34(1), 45-60.
202. Shankoff, J. P. & Phillips, D. A. (Eds. ), (2000). From neurons to neighborhoods: The Science of Early Childhood Development. National Academy Press.
203. Shaywitz, S. & Shaywitz, B. (2013). Dyslexia in Swaiman K. Ashwal S 3rd ed. Pediatric neurology. Mosby.
204. Sheldon, S. (2003). Linking school, family, community partnerships in urban elementary schools to student achievement on state tests. The Urban Review, 35(2), 149-164.
205. Sheldon, S. B., & Epstein, J. L. (2005b). School programs of family and community involvement to support children’s reading and literacy development across the grades. In J. Flood & P. Anders (Eds. ), Literacy Development Students in Urban Schools: Research and Policy (pp. 107-138). International Reading Association.
206. Shonkoff, J. P. & Phillips, D. (Eds). (2000) from neurons to neighborhoods. The science of early childhood development. National Academy press.
207. Shumow, L. & Miller, J. D. (2001). Parents’ at-home and at-school academic involvement with young adolescents. Journal of Early Adolescence, 21(2), 68–91.
208. Siddiqi, A., Irwin, L. & Hertzman, C. (2007). Total environment assessment model for early child development: Evidence report for the World Health Organization’s commission on the social Determinants of Health. Vancouver, BC: Human Early Learning Partnership HELP); Third’s Publishing house.
209. Siddiqi. A, Irwin. L. G. & Hertzman, C. (2009) Total environment assessment model for early child development evidence report. Vancouver, B. C. Human Early learning partnership. Press Book.
210. Simiyu, J. W. (2001). Factors, which influence the teaching of technical and vocational Subjects in primary schools in UasinGishu, District. Eric Ltd.
211. Simoni, J. M. & Adelman, H. S. (1993). School-based mutual support groups for low-income parents. Urban Review, 25(1), 335-350.
212. Singh, K., Keith, T. Z., Keith, P. B., Bickley, P. G., Trivette, P. & Anderson, E. (1995). The effects of four components of parental involvement on eighth-grade student achievement: Structural analysis of NESL-88 data. School Psychology Review, 24(2), 299–317.
213. Sizer, M. & Norman, J. M. (1997). An ecological model of home, school, and community partnerships: Implications for research and practices. Journal of Educational and Psychological Consultation, 8(2), 339–360.
214. Smrekar, C. & Cohen-Vogel, L. (2Ó01). The Voices of Parents. Rethinking the intersection of family and school., Peabody Journal of Education, 76(2) 75-100.
215. Snow, C. E., Burns, M. S. & Griffin, P. (1998). Preventing reading difficulties in young children. National Academy Press
216. Snowling, M. J. (2000). Dyslexia. 2nded. Blackwell.
217. Stanovich, K. E. (1980). Toward an Interactive-Compensative Model of Individual Differences in the Development of reading fluency. Research Reading Quarterly, 16 (1), 32-71.
218. Stanovich, K. E. (1986). Matthew Effects in Reading. Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(1), 360-407.
219. Stanovich, K. E. (1991). Conceptual and empirical problems with discrepancy definitions. Learning Disability Quarterly, 14(1), 269-282.
220. Stein, M. R. S., & Thorkildsen, R. J. (1999). Parent involvement in education: Insights and applications from the research. Phi Delta Kappa Inc.
221. Straus, V. (2015). Report requiring kindergartens to read – as common core documents may harm some. The washing posts.
222. Stupiansky, S. W. (1997). Building understanding Together: A Constructivist Approach to Early Childhood Education. Delmar Publishers.
223. Swanson, H. L. & Hoskyn, M. (2000). Intervention Research for Students with Learning Disabilities: A Comprehensive Meta-Analysis of Group Studies. Advances in Learning and Behavioural Disabilities, 14(1), 1-153.
224. Sylva. K., Melhuish, E., Sammons, P., Siraj-Blatchford, & Taggant, B. (2004) The effective provision of pre-school education (EPPE) project- London. UK: Institute of Education, university of London. Retrieved on November 5. 2009 from www. dcsf. gov. uk.
225. Tatum, A. (2005). Teaching reading to black adolescent males: Closing the achievement gap. Stenhouse.
226. Taylor, J. (1996). Piagetian perspectives on understanding children’s understanding. Childhood education, 72(5), 258-259.
227. Terras, M. M, Thompson, L. C. & Minnis, H. (2009). Dyslexia and Psycho-Social Functioning. An exploratory study of the role of self-esteem and understanding. Dyslexia, 15(1), 304-327.
228. The internal Dyslexia Association, (2009). Multisensory structured language teaching. University Press.
229. The Orton Society. (1962). Bulletin of the Orton Society (Vol. XII and XIII). Bradford Printing Service.
230. Thompson, P. A., Hulme, C., Nash, H. M., Gooch, D., Hayiou-Thomas, E. & Snowling, M. J. (2015). Developmental Dyslexia. Predicting individual risk. Journal of child psychology psychiatry, 56(1), 976-987.
231. Topping, K. J. & Thurston, A. (2005). Enjoying Science together. Grangermouth, Geoquest, 23(1), 25-60.
232. Torgerson, C. J., Brooks, G. & Hall, J. (2006). A Systematic Review of the Research Literature on the Use of Phonics in the Teaching of Reading and Spelling. DfES.
233. Trotman, M. F. (2001). Involving the African American parent: Recommendations to increase the level of parent involvement within African American families. The Journal of Negro Education, 70(4), 275-285.
234. Trudell, B. (2012). Of Gateways and Gatekeepers: Language, Education and Mobility in francophone Africa. International Journal of Educational Development, 32(30), 368-375.
235. Trudell, B., Dowd, A. & Piper, B. (2016). Early Grade Literacy in African Classrooms. Lessons Learned and Future Directions, Association for the Development of Education in Africa. Guilford Press.
236. U. S. Department of Education. (1988). Institute of Education Sciences. National Center for Education Statistics, National Assessment of Educational Progress.
237. U. S. Department of Education. (1992). Institute of Education Sciences. National Center for Education Statistics, National Assessment of Educational Progress. Trends in academic progress.
238. U. S. Department of Education. (1994). Institute of Education Sciences. National Center for Education Statistics, National Assessment of Educational Progress.
239. U. S. Department of Education. (1997). Evidence that tutoring works. Washington, DC. Office of the Under-Secretary Planning and Evaluation Service.
240. U. S. Department of Education. (1998). Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress.
241. U. S. Department of Education. (2000). Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress.
242. U. S. Department of Education. (2000). National Center for Education Statistics. Digest of Education Statistics.
243. U. S. Department of Education. (2002). No Child Left Behind Act. Washington, DC.
244. U. S. Department of Education. (2003). Institute of Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress.
245. U. S. Department of Education. (2003). National Center for Education Statistics: Washington, DC.
246. U. S. Department of Education. (2005). Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress.
247. Uludag, A. (2008). Elementary pre-service teachers’ opinion about parental involvement in elementary children’s education. Teaching and Teacher Education, 24(1), 807-817.
248. UN. (1989) Convention on the Rights of the Child. United Nations General Assembly.
249. UNESCO 'World Declaration on Education for All and Framework for Action to Meet Basic Learning Needs. Adopted by the World Conference on Education for All and ' Meeting Basic Learning Needs''. World Conference on Education for All and ' Meeting Basic Learning Needs', Jomtien, Thailand, 5-9 March: UNESCO.
250. UNESCO 'The Salamanca Statement and Framework for Action on Special Needs Education'. adopted by the World Conference on Special Needs Education: Access and Quality, Salamanca, Spain, 7-10 June 1994
251. UNESCO. (1994). The Salamanca and Framework for Action on Special Needs Education. UNESCO
252. universal preschool education (pp. 149–168). New York: Cambridge
253. University of Toronto. (2017). 6 Hoskin Avenue, Toronto, Canada M5S 3H3 Copyright @2017 International Dyslexia Association (IDA), Dyslexia. org. htt/ps: dyslexia. org. definition
254. US Department of Education. (2001). No Child Left Behind Act.
255. US Department of Education. (2003). Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide.
256. US Department of Education. (2003). Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide.
257. US Department of Education. (2004). Individuals with Disabilities Education Act.
258. US Department of Education. (2006). Daisy Quest Intervention Report.
259. Vaughn, S., Linan-Thompson, S. & Hickman, P. (2003). Response to Instruction as a Means of Identifying Students with Reading/Learning Disabilities. Exceptional Children, 69(1), 391-409.
260. Vellutino, F. R., Fletcher, J. M., Snowling, M. J. & Scanlon, D. M. (2004). Specific Reading Disability (Dyslexia): What have we Learned in the Past Four Decades? Journal of Child Psychology and Psychiatry, 45(1), 2-40.
261. Virginia Department of Education. (1999). Standards of Learning Test Validity and Reliability Information. University Press.
262. Vygotsky, L. (1978). Cultural, communication and cognition: Vygotskian perspectives. Cambridge University Press.
263. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
264. Vygotsky, L. S. (1978). Mind in Society. Harvard University press;
265. Wade, S. E. & Moje, E. B. (2000). The role of text in classroom learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds. ), Handbook of reading research. Vol. III (pp. 609-627). Lawrence Erlbaum Associates.
266. Wadsworth, B. J. (1989). Piaget’s theory of cognitive and affective development. Longman.
267. Wadsworth, B. J. (2004). Piaget’s Theory of cognitive and affective development Person. University of Michigan. Advised by AgnaldoArroio, University of Sao Paulo.
268. Walker, R. (2005). Social security and welfare concepts and comparisons, Milton Keynes. Open university press McGrow-Hill.
269. Wechsler, D. (2004). Wechsler Intelligence Scale for Children-IV. La Mesa. Jerome Sattler Publisher.
270. Wen. H., Liang, K. & Liu, X. (2016). Effect of Family Environment on Reading Ability: the Mediating Effects of Reading Engagement and High School Students. Sin, 48(1), 248-257.
271. Westview, E. J., Sanders, M., Simon, B., Salinas, K., Jansorn, N. & Van Voorhis, F. (2009). School, family, and community partnerships: Your handbook for action. Corwin Press.
272. Wheat, K. L., Cornelissen, P. L., Frost S. J., Hansen, P. C., Cornelissen, Frost, & Hansen. (2010). “During visual word recognition, phonology is accessed within 100ms and may be mediated by a speech production code: evidence from magnetoencephalography”. Journal of Neuroscience, 30(150), 5229-33.
273. White, C. S. & Coleman, M. (2000). Early childhood education: Building a philosophy for teaching. Upper Saddle River.
274. White, R. H. (1959). Motivation reconsidered: the concept of competence. Psychological Review, 66(1), 279-333.
275. Wiggins, G. & McTighe, J. (2005) understanding by Design (Expanded 2nd ed). Alexandria, Virginia; Association for supervision and curriculum Development. Press Book.
276. Williams, M. C., Abagail &Siegel, Donalds, S. & Wright, Patrick, M. (2006).
277. Wilmer, C., Simpkins, S. D., Dearing, E., Coronongan, P., Bouffard, S., Weiss, H. B., & Simpkins, C. S. (2008). Predicting youth out of school time participation, Parental Provision Quarterly, 54(1), 179-207.
278. Wilson, E. (1999). Reading at the middle school levels: Building active readers across the curriculum. Educational Research Service.
279. Wong, S. W. & Hughes, J. N. (2006). Ethnicity and language contributions to dimensions of parent involvement. School Psychology Review, 35(1), 645-662.
280. Wood, T., Cobb, P. & Yackel, E. (1993). Discourse, mathematical thinking, and classroom practice. In E. A. Forman, N. Minick, & C. A. Stone (Eds. ), contexts for learning: Sociocultural dynamics in children’s development (p. 91-199). Oxford University Press.
281. Wright, K., Stegelin, D. A. & Hartle, L. (2007). Building school and community partnerships through parent involvement (3rd ed. ). Pearson Merill/Prentice Hall.
282. Zellman, G. L. & Waterman, J. M. (1998). Understanding the impact of parent school involvement on children's educational outcomes. youmo/ of Educational Research. 9r, 2(2), 370-380.
283. Zenhas, A. (2006). O papel do director de turmanacolaboraçãoescola-família. Colecção Panorama, Porto Editora.
284. Zhan, M. (2006). Assets, parental expectations and involvement, and children’s educational performance. Children and Youth Services Review, 28(1), 961-975
285. Zheng, C., Erickson, A. G., Kingston, N. M. & Noonan, P. M. (2014). The relationship among self-determination, self-concept and academic achievement for students with learning disabilities. Journal of learning disabilities, 47(1), 462-474.
286. Ziegler, J. C. & Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled Reading across Languages: A Psycholinguistic Size Theory. Psychological Bulletin, 131(5), 3-29.
287. Ziegler, J. C. (2005). Do Differences in Brain Activation Challenge Universal Theories of Dyslexia? Brain and Language, 98(2), 341-343.
288. Ziegler, J. C., Perry, C., Ma-Wyatt, A., Ladner, D. & Schulte-Körne, G. (2003). Developmental Dyslexia in Different Languages: Language-Specific or Universal? Journal of Experimental Child Psychology, 86(1), 169-193
289. Zigler, E. (1992). Head Start. The inside story of America’s most successful educational experiment. Harper Collins.
Published
2021-05-07
How to Cite
[1]
Francisca, E.E. 2021. Impact of parental involvement in the acquisition of reading competencies by children living with dyslexia in fako division, south west region if Cameroon. International Journal on Integrated Education. 4, 5 (May 2021), 443-482. DOI:https://doi.org/10.17605/ijie.v4i5.1804.
Section
Articles
Copyright (c) 2021 Esonwo Emeaka Francisca
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the International Journal on Integrated Education (IJIE), the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with International Journal on Integrated Education (IJIE) agree to the following terms:
- Authors retain copyright and grant the International Journal on Integrated Education (IJIE) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal on Integrated Education (IJIE) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
1.png)
