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Bibliography for
Goldman-Lynch Sounds & Symbols Development Kit
Adams, M. (1990). Beginning to read: Thinking and Learning about Print . Cambridge, MA: MIT Press.
Alexander, A., Anderson, H., & Hellman, P., (1991). "Phonological awareness training and remediation of analytic decoding deficits in a group of severe dyslexic," Annals of Dyslexia . 41, 193-206.
Allen, N. .M. (1985). When Your Mind Goes Blank-A Resource Book of Word Lists and Activities . Birmingham, AL: EBSCO Curriculum Materials.
Allen, N. (1982). A Descriptive Study of High Incidence of Honor Roll Students in an Itinerant Speech-Language Pathologist's Case Load. Unpublished manuscript.
The purpose of this study was to determine the reason why a large quantity of students in the speech therapy program at Green Park Elementary School in the Jefferson Parish public school system in Louisiana were on the Honor Roll. It was discovered that 73 percent of the students participating in the Goldman-Lynch Sounds and Symbols Development Kit program achieved at least a 3.0 grade point average and 18 percent had at least a 3.5 average. The report established a direct relationship between the number of Sounds & Symbols lessons completed and probability for academic success for the students. An increase in student self-esteem because of the lessons was also noted.
Bain, A. .M. (1991). Written Language Disorders-Theory into Practice . San Diego, CA: Singular Publishing Group, Inc.
Ball, E. W. & Blachman, B. (1991). "Does phoneme segmentation training in kindergarten make a difference in early word recognition and development spelling?" Reading Research Quarterly . 26, 49-66.
Ball, E. W. (1993). "Assessing phoneme awareness," Language, Speech and Hearing Services in Schools . 24, 130-139.
Ball, E. W. (1997). "Phonological awareness: Implications for whole language and emergent literacy programs," Topics in Language Disorders . 17, (3) 14-26.
Bentin, S., & Leshem, H. (1983). On the interaction between phonological awareness and reading acquisition: It's a two-way street. Annals of Dyslexia , 43, 125-148.
Blachman, B. (1989). "Phonological awareness and word recognition: Assessment and intervention," In A. Kamhi & H. Catts (Eds.) Reading Disabilities: A Development Language Perspective , Boston, MA: Allyn & Bacon.
Blachman, B., Ball, E., Black, R., & Tangel, D. (1994). "Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference?" Reading and Writing: An Interdisciplinary Journal , 6, 1-18.
Bloom, F. & Bloom, D. (1984). Recipe for Spelling . NY: Walker and Company.
Brady, S. (1986). "Short-term memory, phonological processing, and reading ability." Annals of Dyslexia . 36, 138-153.
Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). "Training phonological awareness: A study with inner-city kindergarten children," Annals of Dyslexia . 44, 26-59.
Bruck, M. (1992). "Persistence of dyslexics' phonological awareness deficits," Developmental Psychology . 28 (5), 874-886.
Bruton, R. W. (1977). An Ounce of Prevention Plus a Pound of Cure . Santa Monica, CA: Goodyear Publishing Co., Inc.
Byrne, B,. & Fielding-Barnsley, R. (1995). "Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial," Journal of Educational Psychology . 87, 499-503.
Catts, H. (1997). "The early identification of language-based reading disabilities," Language, Speech, and Hearing Services in Schools . 28, (1) 86-87.
Clark, D. B. (1988). Dyslexia: Theory & Practice of Remedial Instructions . Parkton, MD: York Press.
Crosby, R. M. N. & Liston, R. (1968). The Waysiders . NY: Delacorte Press.
Dahl, K. L., Sharer, P. L., Lawson, L., & Grogran, P.R. (1999). "Phonics instruction and student achievement in whole language first-grade classrooms," Reading Research Quarterly . 34, 312-341.
Ehri, L. (1998). "Grapheme-phoneme knowledge is essential for learning to read words in English," in J. L. Metsala & L. C. Ehri (Eds.), Word Recognition in Beginning Literacy . 3-40, Mahwah, NJ: Erlbaum.
Felton, R., & Brown, I. (1990). "Phonological processes as predictors of specific reading skills in children at risk for reading failure," Reading and Writing: An Interdisciplinary Journal . 2, 39-59.
Foorman, B. & Liberman, D., (1989). "Visual and phonological processing of words: A comparison of good and poor readers," Journal of Learning Disabilities . 22 (6), 349-355.
Fox, B. & Routh D. (1980). "Phonemic analysis and severe reading disability in children," Journal of Psycholinguistic Research . 9 (2) 115-119.
Fries, C. C. (1963). Linguistics and Reading . NY: Holt.
Fry, E. B. & Others. (1984). The Reading Teacher's Book of Lists. Englewood Cliffs, NJ: Prentice-Hall, Inc.
Gehret, J. (1990). The Don't Give Up Kid. Fairport, NY: Verbal Images Press.
Goldman, R. & Lynch, M. E. (1971). Goldman-Lynch Sounds & Symbols Development Kit . Circle Pines, Minnesota: AGS Publishing.
Goldman, R. & Lynch, M. E. (1986). High Hat Early Reading Program . Circle Pines, Minnesota: AGS Publishing.
Goldman, R. & Lynch, M. E. (2001). Sounds & Symbols Early Reading Program . Circle Pines, Minnesota: AGS Publishing.
Goldman, R. & Lynch, M. E. (1980). Listening To The World . Circle Pines, Minnesota: AGS Publishing.
Goldman, R. & Lynch, M.E. (1972). A new approach in modification of articulation disorders. The Journal of the Tennessee Speech and Hearing Association, 16(2), 36-38.
The authors explain the rationale behind the design of the Sounds & Symbols Development Kit. The program links visual stimulation to auditory stimulation for better learning of phonemes. In addition, the program teaches students both phonic attack skills and auditory and visual discrimination skills that are necessary for many school activities, especially reading.
Hawk, B. (1982) The Master Blender . NY: Walker Educational Book Corporation.
Iversen, S. & Turner, W. E. (1993). "Phonological processing skills and the reading recovery program," Journal of Educational Psychology . 85 (1), 112-126.
Kang, Hildi. (1997). Phonemic Awareness . Torrence, CA: Fearon Teacher Aids-Div. Of Frank Schaffer Publishing, Inc.
Kemp, D.M. (1974). Review Report [Review of the Goldman-Lynch Sounds & Symbols Development Kit]. Canberra, Australia: Canberra College of Advanced Education.
The purpose of this report was to evaluate the effectiveness of the Goldman-Lynch Sounds and Symbols Kit for Australian schools. Thirteen experienced teachers and 30 pre-service students reviewed the program. An additional 120 pre-service students participated in inspection and discussion of the kit. Users of the program were enthusiastic about results obtained. The report commends the comprehensive teacher manual and lesson plans. Ultimately, the kit was recommended for use by Australian schools.
Kozminsky, L., & Kozminsky, E. (1995). "The effects of early phonological awareness training on reading success," Learning and Instruction . 5, 187-201.
Lamphear, J.M. & Berryman, J.D. (1974). The Effects of a Teacher-Taught Phonics Visual Symbol Program in Improving Reading Skills of Black Children. Paper presented at the University of Georgia.
The purpose of this study was to determine if use of the Goldman-Lynch Sounds & Symbols Kit would positively affect the reading ability of a group of first- and second-grade African American children. The study focused on 225 students from two predominantly African American elementary schools in Georgia. The experimental group consisted of 124 students (62 males and 62 females) comprising one class of first graders and three classes of second graders. The control group consisted of 101 students (45 males and 56 females) comprising two classes of second graders. The experimental classrooms were administered the Sounds & Symbols lessons as regularly as possible. The CAT (Lower Primary, Form W, Reading) was administered as the post-test. The data showed that the experimental classrooms did significantly better on the CAT than the controls. Analysis of the means for all but one CAT reading score yielded differences significant beyond the .05 probability level. The use of the classroom teacher as the prime training agent appeared to be a strength of the study.
Liberman, I. Y. (1973). "Segmentation of the spoken word and reading acquisition," Bulletin of the Orton Society . 23, 65-77.
Linnea C. Ehri, Simone R. Nunes, Dale M. Willows, Barbara Valeska Schuster, Zohreh Yaghoub-Zadeh, Timothy Shanahan
"Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis",
Reading Research Quarterly, Volume 36, pp. 250 - 281. Number 3 July/Aug/Sept 2001.
Lynch, M. E., Goldman, R. (1968). "The use of a phonemic visual-oral technique for improving articulation," The Journal of the Tennessee Speech and Hearing Association . 13 (1), 4-20.
Matheny, P. (1977, May 10). A Puppet and His Pals Conquer Speech Problems. Roanoke Times & World News, p. C-3.
This newspaper article profiles Mrs. Doris Lewis and her class of 22 first-graders, most of whom began the school year not being able to utter a complete sentence. Using the Goldman-Lynch Sounds and Symbols program has accelerated her class with language problems into skills Mrs. Lewis says are comparable to those of some third-graders with no diagnosed speech difficulties.
Madsen, S. & Gould, B. (1979). The Teacher's Book of Lists . Santa Monica, CA: Goodyear Publishing Company, Inc., 1979.
Masland, R. L. & Masland, M. W. (1988). Preschool Prevention of Reading Failure . Parkton, MD: York Press.
National Reading Panel's Report. "Teaching Children to Read" (available at http://www.nationalreadingpanel.org)
Newcomer, P. L. & Barenbaum, E. M. (1991). "The written composing ability of children with learning disabilities: A review of the literature from 1980-1990," Journal of Learning Disabilities . 24, 578-593.
O'Connor, R., & Jenkins, J. (1995). "Improving the generalization of sound/symbol knowledge: Teaching spelling to kindergarten children with disabilities," The Journal of Special Education . 29, 255-275.
O'Connor, R., Jenkins, J., & Slocum, T. (1995). "Transfer among phonological tasks in kindergarten: Essential instructional content," Journal of Educational Psychology . 87, 202-217.
Patterson, K. E. & Others, (Ed.) (1985). Surface Dyslexia . Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.
Richards, M.L. (1995, May). Goldman-Lynch in the Classroom: Does Phonemic Awareness Improve Early Reading Ability in an Whole-Language Setting? Masters dissertation, University of Tennessee, Knoxville.
The purpose of this study was to determine if early reading ability could be improved in young children by adding phonemic awareness to a whole-language curriculum. Participants in the study were 29 rural Tennessee students in a transition first grade between kindergarten and first grade. The students were divided more or less evenly between two classrooms. The control group received no additional phonemic training beyond a pure whole-language approach. The treatment group received training with the Goldman-Lynch Sounds and Symbols program twice a week for 30 minutes each time. The GFTA, SORT, TALS, and LAC were used as pretests and posttests to measure improvement. The treatment group scored considerably higher at the end of the experiment.
Robertson, C. & Salter, W. (1997). The Phonological Awareness Test . Lingui Systems.
Rosner, J. (1982). Auditory Analysis Skills Book & Basic Decoding Skillbook . NY: Walker Educational Book Corporation.
Rosner, J. (1979). Helping Children Overcome Learning Difficulties . NY: Walker and Company.
Ross, S. (1979). Parade of Vowels & Parade of Consonants . Sunnyvale, CA: Enrich, Inc.
Sawyer, D. J. (1981). "The relationship between selected auditory abilities and beginning reading achievement," Language, Speech and Hearing Services in Schools . 12, 95-99.
Sawyer, D. J. (1987) TALS-Test of Awareness of Language Segments . Rockville, MD: Aspen Publication.
Sawyer, D. J. (1987). Tests of Language Segments .
Schwartz, L. (1988). I Love Lists! Santa Barbara, CA: The Learning Works, Inc.
Siler, R.S. (1977, August). A Comparison of the Effectiveness of the Goldman-Lynch Language Stimulation Program on Two Groups of Language Delayed Children, One With and One Without Articulation Problems. Master's thesis, East Tennessee State University.
The purpose of this study was to determine whether the Goldman-Lynch Sounds & Symbols program would be more effective with children diagnosed with only language delay or with children diagnosed with language delay and defective articulation. Seven students aged 6 to 8 from Dupont Elementary in Chattanooga, TN, participated. Four were classified as delayed language students, and three had delayed language as well as mild to severe articulation problems. The following tests were used as pretests and posttests to measure progress: Goldman-Fristoe Test of Articulation, Utah Test of Language Development, Northwestern Syntax Screening Test, Goldman-Fristoe-Woodcock Test of Auditory Discrimination, Grammatic Closure subtest of the Illinois Test of Psycholinguistic Abilities. The students were subjected to 7 weeks of training with Sounds & Symbols, three times a week for 45 minutes. Significant language growth occurred in both groups of students. The children who had both delayed language and articulation disorders made significantly larger gains. The number of misarticulated sounds on the GFTA was decreased by half for that group. Grammatic closure was tested, and no significant gains were made. However, gains on the Utah Test of Language Development were impressive, with most students gaining nearly a year's worth of language development in 7 weeks.
Snow, C. E. & others. (1998). Preventing Reading Difficulties in Young Children . Washington, D.C., National Academy Press (www.nap.edu)
Stuart, M. (1999). "Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners," British Journal of Educational Psychology . 69, 587-605.
Taylor, Stanford E. and others. EDL Core Vocabularies in Reading, Mathematics, Science, and Social Studies
Traub, N. (1977). Recipe for Reading . NY: Walker & Company
Troai, G. (1999). "Phonological awareness intervention research: A critical review of the experimental methodology," Reading Research Quarterly . 34, 28-52.
Uhry, J., & Shepard, M. (1993). "Segmentation/spelling instruction as part of a first grade reading program: Effects on several measures of reading," Reading Research Quarterly . 3, 229-233.
Vadasy, P., Jenkins, J., Antil, L., Wayne, S. & O'Connor, R. (1997). "Community-based early reading intervention for at-risk first graders," Learning Disabilities Research and Practice . 12, 29-39.
Vandervelden, M., & Siegel, L. (1997). "Teaching phonological processing skills in early literacy: A developmental approach," Learning Disability Quarterly . 20, 63-81.
Van Kleeck, A. (1995). "Emphasizing form and meaning separately in pre-reading and early reading instruction," Topics in Language Disorders . 16 (1) 27-49.
Vellutino, F. R. (1979). Dyslexia: Theory and Research . Cambridge, MA: MIT Press.
Wallace, G. & Kaufman, J.M. (1974). Teaching Children with Learning Problems. Columbus, Ohio: Merrill.
In this resource book, Goldman-Lynch Sounds and Symbols Development Kit is listed and described as a "widely used" program for children with spoken language difficulties.
Wagner, R. K., Torgesen, J. K., & others. (1994). "Development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study". Developmental Psychology . 30, 73-87.
Wagner, R. K., Torgesen, J. K., & others. (1993). "Development of young readers: Phonological processing abilities," Journal of Educational Psychology . 85, 83-103.
Yopp, H. K. (1988). "The validity and reliability of phonemic awareness tests". Reading Research Quarterly . 23, 159-177.
