Ball, E. & Blachman, B. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?, Reading Research Quarterly 26: 46–66.
Barron, R. (1991). Protoliteracy, literacy, and the acquisition of phonological awareness, Learning and Individual Differences 3: 243–255.
Barron, R. W., Golden, J. O., Seldon, D. M., Tait, C., Marmurek, H. H. & Haines, L. P. (1992). Teaching pre-reading skills with a talking computer, Reading and Writing 4: 179–204.
Bertelson, P. & deGelder, B. (1989). Learning about reading from illiterates. In: A. M., Galaburda (ed.), From reading to neurons (pp. 1–23). Cambridge, MA: MIT Press.
Blatchford, P., Burke, J., Farquhar, C., Plewis, I. & Tizard, B. (1987). Associations between pre-school reading related skills and later reading achievement, British Journal of Educational Psychology 13: 15–23.
Blatchford, P. & Plewis, I. (1990). Pre-school reading related skills and later reading achievement: Further evidence, British Journal of Educational Psychology 16: 425–428.
Bowey, J. A. (1994). Phonological sensitivity in novice readers and non-readers, Journal of Experimental Child Psychology 58: 134–159.
Bowey, J. A. & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction, Applied Psycholinguistics 12: 91–121.
Bradley, L. & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection, Nature 301: 419–421.
Bryant, P. E. & Goswami, U. (1987). Phonological awareness and learning to read. In: J. R., Beech & A. M., Colley (eds.), Cognitive approaches to reading (pp. 213–243). New York: Wiley.
Byrne, B. & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle, Journal of Educational Psychology 81: 313–321.
Byrne, B. & Fielding-Barnsley, R. (1990). Acquiring the alphabetic principle: A case for teaching recognition of phoneme identity, Journal of Educational Psychology 82: 805–812.
Byrne, B. & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children, Journal of Educational Psychology 83: 451–455.
Byrne, B. & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A one-year follow-up, Journal of Educational Psychology 85: 104–111.
Cardoso-Martins, C. (1994). Rhyme perception: Global or analytical?, Journal of Experimental Child Psychology 57: 26–41.
Clay, M. M. (1979). The early detection of reading difficulties. London: Heinemann.
Content, A., Kolinsky, R., Morais, J. & Bertelson, P. (1986). Phonetic segmentation in prereaders: Effect of connective information, Journal of Experimental Child Psychology 42: 49–72.
Dunn, L. M. & Dunn, L. M. (1982). British Picture Vocabulary Scale. Windsor: NFER-Nelson.
Ehri, L. C. (1983). A critique of 5 studies related to letter name knowledge and learning to read. In: L. M., Gentile, M. L., Kamil & J. S., Blanchard (eds.), Reading research revisited (pp. 143–153). Columbus, OH: Merrill.
Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and its relationship to decoding. In: P. B., Gough, L. C., Ehri & R., Treiman (eds.), Reading acquisition (pp. 107–143). Hillsdale, NJ: Erlbaum.
Ehri, L. C. & Wilce, L. S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic?, Reading Research Quarterly 20: 163–179.
Elliott, C. D., Murray, D. J. & Pearson, L. S. (1977). The British Ability Scales. Windsor: NFER Nelson.
Fox, B. & Routh, D. K. (1984). Phonemic analysis and synthesis as word attack skills: Revisited, Journal of Educational Psychology 76: 1059–1064.
Frostig, M. (1966). Developmental Test of Visual Perception. Palo Alto, CA: Consulting Psychologists Press.
Goswami, U. C. & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
Lundberg, I., Olofsson, A. & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten, Scandinavian Journal of Psychology 21: 159–173.
Lundberg, I., Frost, J. & Petersen, O-P. (1988). Effects of an intensive program for stimulating phonological awareness in preschool children, Reading Research Quarterly 23: 263–284.
Masonheimer, P. E., Drum, P. A. & Ehri, L. C. (1984). Does environmental print identification lead children into word reading? Journal of Reading Behavior 16: 257–271.
Morais, J., Alegria, J. & Content, A. (1987). The relationships between segmental analysis and alphabetic literacy: An interactive view, Cahiers de Psychologie Cognitive 7: 415–438.
Morais, J., Bertelson, P., Cary, L. & Alegria, J. (1986). Literacy training and speech segmentation, Cognition 24: 45–64.
Morais, J., Cary, L., Alegria, J. & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition 7: 323–331.
Rosner, J. (1975). Helping children overcome learning difficulties. New York: Walker and Company.
Share, D. L., Jorm, A. F., Maclean, R. & Matthews, R. (1984). Sources of individual differences in reading acquisition, Journal of Educational Psychology 76: 466–477.
Stahl, S. A. & Murray, B. A. (1994). Defining phonological awareness and its relationship to reading, Journal of Educational Psychology 86: 221–234.
Stanovich, K. E., Cunningham, A. E. & Cramer, B. B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability. Journal of Experimental Child Psychology 38: 175–190.
Stuart, M. & Coltheart, M. (1988). Does reading develop in a sequence of stages?, Cognition 30: 139–181.
Venezky, R. L. (1970). The structure of English orthography. The Hague: Mouton.
Wagner, R. K., Torgeson, J. K. & Rashotte, C. A. (1994). Development of reading related phonological processing abilities: New evidence of directional causality from a latent variable longitudinal model, Developmental Psychology 30: 73–87.
Williams, J. P. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending, Journal of Educational Psychology 72: 1–15.
Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests, Reading Research Quarterly 23: 159–177.