Bradley, L., & Bryant, P. E. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature, 271
Bradley, L., & Bryant, P. E. (1983). Categorising sounds and learning to read: A causal connection. Nature, 310
Bryant, P. E. (2002). It doesn’t matter whether onset and rime predicts reading better than phoneme awareness does or vice versa. Journal of Experimental Psychology, 82, 41–46.
Bregman, A.S. (1993). Auditory scene analysis: Hearing in complex environments. In S. McAdams & E. Bigand (Eds.), Thinking in sound: The cognitive psychology of human audition (pp. 10–36). Oxford: Oxford University Press.
Brown, G. D. A., & Ellis, N. C. (1994). Issues in spelling research. In G. D. A. Brown & N. C. Ellis (Eds.), Handbook of spelling: Theory, process and intervention (pp 3–25). Chichester: Wiley.
Bruck, M. (1992). Persistence of dyslexics’ phonological awareness deficits. Developmental Psychology, 28
Cisero, C. A., & Royer, J. M. (1995). The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20
Cossu, G., Shankweiler, D., Liberman, I. Y., Katz, L., & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1–16.
Demont, E., & Gombert, J. E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66, 315–332.
Denckla, M. B., & Rudel, R. G. (1976). Naming of object-drawings by dyslexic and other learning disabled children. Brain and Language, 3
Durgunoğlu, A. Y., & Oney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading & Writing, 11
Goswami, U. (1999). Causal connections in beginning reading: The importance of rhyme. Journal of Research in Reading, 22
Goswami, U. (2000a). Phonological representations, reading development and dyslexia: Towards a cross-linguistic theoretical framework. Dyslexia, 6
Goswami, U. (2000b). The potential of a neuro-constructivist framework for developmental dyslexia: The abnormal development of phonological representations? Developmental Science, 3, 27–29.
Goswami, U. (2002). In the beginning was the rhyme? A reflection on Hulme, Hatcher, Nation, Brown, Adams & Stuart, 2002. Journal of Experimental Child Psychology, 82
Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Lawrence Erlbaum.
Goswami, U., & East, M. (2000). Rhyme and analogy in beginning reading: Conceptual and methodological issues. Applied Psycholinguistics, 21
Goswami, U., Thomson, J., Richardson, U., Stainthorp, R., Hughes, D., Rosen, S., & Scott, S.K. (2002). Amplitude envelope onsets and developmental dyslexia: A new hypothesis. Proceedings of the National Academy of Sciences, 99
Goswami, U., Ziegler, J., Dalton, L., & Schneider, W. (2001). Pseudohomophone effects and phonological recoding procedures in reading development in English and German. Journal of Memory and Language, 45
Goswami, U., Ziegler, J., Dalton, L., & Schneider, W. (in press). Nonword reading across orthographies: How flexible is the choice of reading units? Applied Psycholinguistics.
Harris, M., & Giannouli, V. (1999). Learning to read and spell in Greek: The importance of letter knowledge and morphological awareness. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 51–70). Cambridge, UK: Cambridge University Press.
Helenius, P., Uutela, K., & Hari, R. (1999). Auditory stream segregation in dyslexic adults. Brain, 122
Ho, C. S. H., & Bryant, P. (1997). Development of phonological awareness of Chinese children in Hong Kong. Journal of Psycholinguistic Research, 26
Høien, T., Lundberg, L., Stanovich, K. E., & Bjaalid, I. K. (1995). Components of phonological awareness. Reading & Writing: An Interdisciplinary Journal, 7
Kirtley, C., Bryant, P., Maclean, M., & Bradley, L. (1989). Rhyme, rime, and the onset of reading. Journal of Experimental Child Psychology, 48
Landerl, K., & Wimmer, H. (2000). Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children. Applied Psycholinguistics, 21
Landerl, K., Wimmer, H., & Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63
Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18
Lundberg, I., Frost, J., & Petersen, O. (1988). Effects of an extensive programme for stimulating phonological awareness in pre-school children. Reading Research Quarterly, 23
McArthur, G. M., & Bishop, D. V. M. (2001). Auditory perceptual processing in people with reading and oral language impairments: Current issues and recommendations. Dyslexia, 7
Morton, J., Marcus, S. M., & Frankish, C. (1976). Perceptual centres (P-centres). Psychology Review, 83
Perfetti, C. A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319.
Porpodas, C. D. (1999). Patterns of phonological and memory processing in beginning readers and spellers of Greek. Journal of Learning Disabilities, 32, 406–416.
Rack, J. P., Snowling, M. J., & Olson, R. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27
Rosen, S. (1992). Temporal information in speech: Acoustic, auditory and linguistic aspects. Philosophical. Transactions of the Royal Society of London, B, 336
Schneider, W., Roth, E., & Ennemoser, M. (2000). Training phonological skills and letter knowledge in children at-risk for dyslexia: A comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92
Scott, S. K. (1998). The point of P-centres. Psychological Research, 61, 4–11.CrossRef
Seymour, P.H.K., Aro, M., & Erskine, J. M. (in press). Foundation literacy acquisition in European orthographies. British Journal of Psychology.
Siok, W. T., & Fletcher, P. (2001). The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37
Snowling, M. J. (1980). The development of grapheme-phoneme correspondence in normal and dyslexic readers. Journal of Experimental Child Psychology, 29
Snowling, M. J. (2000). Dyslexia (2nd ed.). Oxford: Blackwell.
Talcott, J. B., Witton, C., McLean, M. F., Hansen, P. C., Rees, A., Green, G. G. R., & Stein, J. F. (2000). Dynamic sensory sensitivity and children’s word decoding skills. Proceedings of the National Academy of Sciences, 97
Tallal, P. (1980). Auditory temporal perception, phonics and reading disabilities in children. Brain & Language, 9
Tallal, P., & Piercy, M. (1973). Developmental aphasia: Impaired rate of nonverbal processing as a function of sensory modality. Neuropsychologia, 11
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
Wimmer, H. (1993). Characteristics of developmental dyslexia in a regular writing system. Applied Psycholinguistics, 14
Wimmer, H. (1996). The early manifestation of developmental dyslexia: Evidence from German children. Reading & Writing: An Interdisciplinary Journal, 8
Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40
Wimmer, H., Landerl, K., & Schneider, W. (1994). The role of rhyme awareness in learning to read a regular orthography. British Journal of Developmental Psychology, 12, 469–484.
Witton, C., Talcott, J. B., Hansen, P. C., Richardson, A. J., Griffiths, T. D., Rees, A., Stein, J. F., & Green, G. G. R., (1998). Sensitivity to dynamic auditory and visual stimuli predicts nonword reading ability in both dyslexic and normal readers. Current Biology, 8
Wolff, P. H. (2002). Timing precision and rhythm in developmental dyslexia. Reading & Writing: An Interdisciplinary Journal, 15
Wolff, P. H., Michel, G. F., & Ovrut, M. (1990). The timing of syllable repetitions in developmental dyslexia. Journal of Speech & Hearing Research, 33, 281–289.
Wright, B. A., Bowen, R. W., & Zecker, S. G. (2000). Nonlinguistic perceptual deficits associated with reading and language disorders. Current Opinions in Neurobiology, 10