Adam, M. J. (1990).Beginning to read: Thinking and learning about print. Cambridge, MA: The MIT Press.
Bentin, S. (1992). Phonological awareness, reading, and reading acquisition: A survey and appraisal of current knowledge. In: R. Frost & L. Katz (eds.),Orthography, phonology, morphology, and meaning (pp. 193–210). Amsterdam: North-Holland.
Bowey, J. A., Cain, M. T. & Ryan, S. M. (1992). A reading-level design study of phonological skills underlying fourth-grade children's word reading difficulties,Child Development 63: 999–1011.
Bradley, L. & Bryant, P. E. (1983). Categorizing sounds and learning to read — a causal connection,Nature 301: 419–421.
Brady, S. & Shankweiler, D. (1991).Phonological processes in literacy. Hillsdale, NJ: Erlbaum.
Bruck, M. (1990). Word-recognition skills of adults with childhood diagnoses of dyslexia,Developmental Psychology 26: 439–454.
Bruck, M. (1992). Persistence of dyslexics' phonological awareness deficits,Developmental Psychology 28: 874–886.
Bruck, M. & Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexics: The case of initial consonant clusters,Journal of Experimental Child Psychology 50: 156–178.
Bryant, P. E., Maclean, M., Bradley, L. & Crossland, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read,Developmental Psychology 26: 429–438.
Byrne, B. & Fielding-Barnsley, R. (1991). Evaluation of a program to teach phonemic awareness to young children,Journal of Educational Psychology 83: 451–455.
Fox, B. & Routh, D. K. (1975). Analyzing spoken language into words, syllables, and phonemes: A developmental study,Journal of Psycholinguistic Research 4: 331–342.
Galaburda, A. M. (1988). The pathogenesis of childhood dyslexia. In: F. Plum (ed.),Language, communication and the brain. New York: Raven Press.
Goswami, U. & Bryant, P. (1990).Phonological skills and learning to read. Hove, UK: Lawrence Erlbaum.
Hansen J. & Bowey, J. A. (1994). Phonological analysis skills, verbal working memory, and reading ability in second-grade children,Child Development (in press).
Hardy, M., Stenett, R. G. & Smythe, P. C. (1973). Auditory segmentation and auditory blending in relation to beginning reading,Alberta Journal of Educational Research 19: 144–158.
Høien, T., Lundberg, I., Larsen, J. P. & Tønnessen, F. E. (1989). Profiles of reading related skills in dyslexic families,Reading and Writing: An Interdisciplinary Journal 1: 381–392.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades,Journal of Educational Psychology 80: 437–447.
Katz, R. B. (1986). Phonological deficiencies in children with reading disability: evidence from an object naming test,Cognition 22: 225–257.
Leong, C. K. & Haines, C. F. (1978). Beginning reader's analysis of words and sentences,Journal of Reading Behavior 10: 393–407.
Liberman, I. Y. (1978). Segmentation of the spoken word and reading acquisition,Bulletin of the Orton Society 23: 65–77.
Liberman, I. Y. & Liberman, A. M. (1990). Whole language vs. code emphasis: Underlying assumptions and their implications for reading instruction,Annals of Dyslexia 40: 51–77.
Liberman I. Y. & Shankweiler, D. (1991). Phonology and beginning reading: A tutorial. In: L. Rieben & C. A. Perfetti (eds.),Learning to read: Basic research and its implication (pp. 3–17). Hillsdale, NJ: Erlbaum.
Liberman, I. Y., Shankweiler, D., Fisher, F. W. & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child,Journal of Experimental Child Psychology 18: 201–212.
Lundberg, I. (1978). Aspects of linguistic awareness related to reading. In: A. Sinclair, R. J. Jarvella & W. J. M. Levelt (eds.),The child's conception of language (pp. 83–96). Berlin: Springer Verlag.
Lundberg, I. & Høien, T. (1989). Phonemic deficits — a core symptom of developmental dyslexia?,The Irish Journal of Psychology 10: 579–592.
Lundberg, I. & Høien, T. (1990). Patterns of information processing skills and word recognition strategies in developmental dyslexia,Scandinavian Journal of Educational Research 34: 231–240.
Lundberg, I. & Høien, T. (1992).Dysleksi. Oslo: Ad Notam Gyldendal.
Lundberg, I., Frost, J. & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children,Reading Research Quarterly 23: 263–284.
Manis, F. R., Custodio, R. & Szeszulski, P. A. (1993). Development of phonological and orthographic skill: A 2-year longitudinal study of dyslexic children,Journal of Experimental Child Psychology 56: 64–86.
Mattingly, I. G. (1972). Reading, the linguistic process and linguistic awareness. In: J. Kavanagh & I. Mattingly (eds.),Language by ear and by eye (pp. 133–147). Cambridge, MA: The MIT Press.
Morais, J., Cary, L., Alegria, J. & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously?,Cognition 7: 323–331.
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.
Olson, R. K., Wise, B., Conners, F. A. & Rack, J. P. (1990). Organization, heritability, and remediation of component word recognition and language skills in disabled readers. In: T. H. Carr & B. A. Levy (eds.),Reading and its development: Component skills approaches (pp. 261–322). New York: Academic Press.
Pennington, B. F., Van Orden, G. C., Smith, S. D., Green, P. A. & Haith, M. M. (1990). Phonological processing skills and deficits in adult dyslexics,Child Development 61: 1753–1778.
Rack, J. P., Snowling, M. J. & Olson, R. K. (1992). The nonword reading deficit in developmental dyslexia: A review,Reading Research Quarterly 27: 29–53.
Siegel, L. S. (1988). Evidence that IQ scores are irrelevant to the definition and analysis of reading disability,Canadian Journal of Psychology 42: 201–215.
Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities,Journal of Learning Disabilities 22: 469–479.
Siegel, L. S. & Ryan, E. B. (1988). Development of grammatical-sensitivity, phonological, and short-term memory skills in normally achieving and learning disabled children,Development Psychology, 24: 28–37.
Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In: P. Gough, L. Ehri & R. Treiman (eds.),Reading Acquisition (pp 307–342). Hillsdale, NJ: Erlbaum.
Stanovich, K. E., Cunningham, A. E. & Cramer, B. (1984). Assessing phonological awareness in kindergarten children: Issues in task comparability,Journal of Experimental Child Psychology 38: 175–190.
Treiman, R. & Baron, J. (1981). Segmental analysis ability: Development and relation to reading ability. In: G. E. MacKinnon & T. G. Waller (eds.),Reading research: Advances in theory and practice (pp. 159–198). New York: Academic Press.
Tunmer, W. E. & Hoover, W. A. (1992). Cognitive and linguistic factors in learning to read. In: P. B. Gough, L. C. Ehri & R. Treiman (eds.),Reading acquisition (pp. 175–214). Hillsdale, NJ: Erlbaum.
Vellutino, F. & Scanlon, D. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study,Merrill-Palmer Quarterly 33: 321–363.
Wagner, R. K. (1988). Causal relations between the development of phonological processing abilities and the acquisition of reading skills: A meta-analysis,Merrill-Palmer Quarterly 34: 261–279.
Wagner, R. K. & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills,Psychological Bulletin 101: 192–212.
Wagner, R. K., Torgesen, J. K., Laughon, P., Simmons, K. & Rashotte, C. A. (1993). Development of young readers' phonological processing abilities,Journal of Educational Psychology 85: 83–103.
Wagner, R. K., Torgesen, J. K. & Rashotte, C. A. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study,Developmental Psychology (in press).
Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests,Reading Research Quarterly 23: 159–177.