Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children: A classroom curriculum. Baltimore, MD: Brookes Publishing.
Bakan, P., & Alperson, B. (1967). Pronounceability, attensity, and interference in the color-word test. American Journal of Psychology, 80
Berent, I., & Marom, M. (2005). Skeletal structure of printed words: Evidence from the stroop task. Journal of Experimental Psychology: Human Perception and Performance, 31
Berndt, R. S., Reggia, J. A., & Mitchum, C. C. (1987). Empirically-derived probabilities for grapheme-to-phoneme correspondences in English. Behavior Research Methods, Instruments, & Computers, 19, 1–9.
Bowey, J. A., & Underwood, N. (1996). Further evidence that orthographic rime usage in nonword reading increases with word-level reading proficiency. Journal of Experimental Child Psychology, 63
Bowey, J. A., Vaughan, L., & Hansen, J. (1998). Beginning readers’ use of orthograpahic analogies in word reading. Journal of Experimental Child Psychology, 68
Brown, G. D. A. (1998). The endpoint of skilled word recognition: The ROAR model. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 121–138). Mahwah, NJ: Erlbaum.
Brown, G. D. A., & Deavers, R. P. (1999). Units of analysis in nonword reading: Evidence from children and adults. Journal of Experimental Child Psychology, 73
Bruck, M., & Treiman, R. (1992). Learning to pronounce words: The limitations of analogies. Reading Research Quarterly, 27
Bryant, P. E., Bradley, L., Maclean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills, and reading. Journal of Child Language, 16
Chall, J. S. (1996). Stages of reading development (2nd ed.). Fort Worth: Harcourt Brace College Publishers.
Christensen, C. A., & Bowey, J. A. (2005). The efficacy of orthographic rime, grapheme-phoneme correspondence, and implicit phonics approaches to teaching decoding skills. Scientific Studies of Reading, 9
Coltheart, V., & Leahy, J. (1992). Children’s and adults’ reading of nonwords: Effects of regularity and consistency. Journal of Experimental Psychology, 18, 718–729.
Comalli, P. E., Jr., Wapner, S., & Werner, H. (1962). Interference effects of Stroop color-word test in childhood, adulthood, and aging. Journal of Genetic Psychology, 100, 47–53.
Cunningham, P. M., & Cunningham, J. W. (1992). Making words. Enhancing the invented spelling-decoding connection. The Reading Teacher, 46, 106–115.
Cycowicz, Y. M., Friedman, D., Rothstein, M, & Snodgrass, J. G. (1997). Picture naming by young children: Norms for name agreement, familiarity, and visual complexity. Journal of Experimental Child Psychology, 65
Deavers, R., Solity, J., & Kerfoot, S. (2000). The effect of instruction on early nonword reading strategies. Journal of Research in Reading, 23
Duncan, L. G., Seymour, P. H. K., & Hill, S. (2000). A small-to-large progression in metaphonological awareness and reading? The Quarterly Journal of Experimental Psychology A: Human Experimental Psychology, 53
Ehri, L. C. (1976). Do words really interfere in naming pictures? Child Development, 47
Ehri, L. C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18
Ehri, L. C. (1997). Learning to read and learning to spell are one and the same, almost. In C. A. Perfetti, L. Rieben, & M. Fayol (Eds.). Learning to spell: Research, theory, and practice across languages (pp. 237–269). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Ehri, L. C., & Wilce, L. S. (1979). Does word training increase or decrease interference in a Stroop task? Journal of Experimental Child Psychology, 27
Engelmann, S. (1995). Reading Mastery V. Worthington, OH: SRA Macmillan/McGraw-Hill.
Golinkoff, R. M., & Rosinski, R. R. (1976). Decoding, semantic processing, and reading comprehension skill. Child Development, 47
Gombert, J. E. (1992). Metalinguistic development. London: Harvester Wheatsheaf.
Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56
Goswami, U. (1999). Causal connections in beginning reading: The importance of rhyme. Journal of Research in Reading, 22
Goswami, U., Ziegler, J. C., Dalton, L, & Schneider, W. (2003). Nonword reading across orthographies: How flexible is the choice of reading units? Applied Psycholinguistics, 24
Guttentag, R. E., & Haith, M. M. (1978). Automatic processing as a function of age and reading ability. Child Development, 49
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6
Logan, G. D. (1997). Automaticity and reading: Perspectives from the instance theory of automatization. Reading and Writing Quarterly: Overcoming Learning Difficulties, 13, 123–46.
Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255–281.
Manis, F. R., Szeszulski, P. A., Howell, M. J., & Horn, C. C. (1986). A comparison of analogy- and rule-based decoding strategies in normal and dyslexic children. Journal of Reading Behavior, 18, 203–218.
Marmurek, H. H. C., Proctor, C., & Javor, A. (2006). Stroop-like serial position effects in color naming of words and nonwords. Experimental Psychology, 53, 105–110.
Monsell, S., Taylor, T. J., & Murphy, K. (2001). Naming the color of a word: Is it responses or task sets that compete? Memory & Cognition, 29, 137–151.
Perry, C., Ziegler, J. C., & Coltheart, M. (2002). How predictable is spelling? Developing and testing metrics of phoneme-grapheme contingency. The Quarterly Journal of Experimental Psychology, 55A, 897–915.
Pritchard, V. E., & Neuman, E. (2004). Negative priming effects in children engaged in nonspatial tasks: Evidence of early development of an intact inhibitory mechanism. Developmental Psychology, 40
Rayner, K., & Posnansky, C. (1978). Stages of processing in word identification. Journal of Experimental Psychology: General, 107
Redding, G. M., & Gerjets, D. A. (1977). Stroop effect: Interference and facilitation with verbal and manual responses. Perceptual and Motor Skills, 45, 11–17.
Rosinski, R. R. (1977). Picture-word interference is semantically based. Child Development, 48
Schadler, M., & Thissen, D. M. (1981). The development of automatic word recognition and reading skill. Memory and Cognition, 9, 132–141.
Seymour, P. H. K., Duncan, L. G., & Bolik, F. M. (1999). Rhymes and phonemes in the common unit task: Replications and implications for beginning reading. Journal of Research in Reading, 22
Stahl, S. A., & Murray, B. A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86
Stanovich, K. E., Cunningham, A. E., & West, R. F. (1981). A longitudinal study of the development of automatic recognition skills in first graders. Journal of Reading Behavior, 13, 57–74.
Stroop, J. R. (1935). Studies of interference in serial verbal reactions. Journal of Experimental Psychology, 18
Stuart, M., & Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30
Stuart, M., Masterson, J., Dixon, M., & Quinlan, P. (1999). Inferring sublexical correspondence from sight vocabulary: Evidence from 6- and 7-year-olds. The Quarterly Journal of Experimental Psychology, 52A, 353–366.
Tipper, S. P., Bourque, T. A., Anderson, S. H., & Brehaut, J. C. (1989). Mechanisms of attention: A developmental study. Journal of Experimental Child Psychology, 48
Torgeson, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of word reading efficiency. Austin, TX: Pro-Ed.
Treiman, R., Goswami, U., & Bruck, M. (1990). Not all nonwords are alike: Implications for reading development and theory. Memory & Cognition, 13, 357–364.
Treiman, R., Mullennix, J., Bijeljac-Babic, R., & Richmond-Welty, E. D. (1995). The Special role of rimes in the description, use, and acquisition of English orthography. Journal of Experimental Psychology: General, 124
Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. In S. A. Brady & D. P. Shakweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 67–83). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Venezky, R. L. (1970). The structure of English orthography. The Hague, The Netherlands: Mouton.
Walton, P. D., & Walton, L. M. (2002). Beginning reading by teaching in rime analogy: Effects on phonological skills, letter-sound knowledge, working memory, and word-reading strategies. Scientific Studies of Reading, 6
Wilkinson, G. S. (1993). The wide range achievement test: Administration manual. Wilmington, DE: Wide Range Inc.
Wood, C. (2002). Orthographic analogies and phonological priming effects. Journal of Research in Reading, 25
Zeno, S. M., Ivens, S. H., Millard, R. T., & Duvvuri, R. (1995). The educator’s word frequency guide. Brewster, NY: Touchstone Applied Science Associates.