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School Psychology Review Volume 24, 1995 - Issue 3
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A Primer on Phonemic Awareness: What It Is, Why It's Important, and How to Teach It

Vicki E. SniderUniversity of Wisconsin—Eau ClaireView further author information
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Kerry Hempenstall. (2004) Beyond phonemic awareness: What educational role for other phonological processes?. Australian Journal of Learning Disabilities 9:1, pages 3-15.
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Cynthia A. Riccio, Alfred Amado, Sandra Jiménez, Jan E. Hasbrouck, Brian Imhoff & Carolyn Denton. (2001) Cross-Linguistic Transfer of Phonological Processing: Development of a Measure of Phonological Processing in Spanish. Bilingual Research Journal 25:4, pages 583-603.
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Daryl Greaves, Angela Coughlan, Lalene Souter & John Munro. (1998) The contribution of phonological processing skills to reading comprehension in grades one and three.. Australian Journal of Learning Disabilities 3:2, pages 22-26.
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Zhaoyu Li, Abdo Hasan AL-Qadri & Wei Zhao. (2022) The Cognitive Ability of Chinese Students with Dyslexia and Mathematical Learning Disabilities. Children 9:12, pages 1949.
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Vesela Milankov, Slavica Golubović, Tatjana Krstić & Špela Golubović. (2021) Phonological Awareness as the Foundation of Reading Acquisition in Students Reading in Transparent Orthography. International Journal of Environmental Research and Public Health 18:10, pages 5440.
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Jodi Pilgrim & A. Kris Ward. 2017. Handbook of Research on Classroom Diversity and Inclusive Education Practice. Handbook of Research on Classroom Diversity and Inclusive Education Practice 282 310 .
Sana Tibi, Yujeong Park, Yiting Ho & Linda Lombardino. (2013) Preliminary Data on Assessments for Early Literacy Skills in Second Grade Arabic- Speaking Children: Guidelines for General and Special Education Teachers. Journal of International Special Needs Education 16:1, pages 17-39.
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Adriana G. Bus & Cornelia A. T. Kegel. 2013. Technology as a Support for Literacy Achievements for Children at Risk. Technology as a Support for Literacy Achievements for Children at Risk 11 19 .
Diane J. Sawyer. (2010) Improving Reading Instruction. Topics in Language Disorders 30:1, pages 28-38.
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Brij Kothari, Avinash Pandey & Amita R. Chudgar. (2004) Reading Out of the "Idiot Box": Same-Language Subtitling on Television in India. Information Technologies and International Development 2:1, pages 23-44.
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Kristi L. SantiBruce M. Menchetti & Barbara J. Edwards. (2016) A Comparison of Eight Kindergarten Phonemic Awareness Programs Based on Empirically Validated Instructional Principles. Remedial and Special Education 25:3, pages 189-196.
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Cecilia A. Sofie & Cynthia A. Riccio. (2016) A Comparison of Multiple Methods for the Identification of Children with Reading Disabilities. Journal of Learning Disabilities 35:3, pages 234-244.
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Gailyn M. Garc�a & Mary E. Stafford. (2000) Prediction of reading by Ga and Gc specific cognitive abilities for low-SES white and hispanic English-speaking children. Psychology in the Schools 37:3, pages 227-235.
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Scott Baker & Sylvia Smith. (1999) Starting Off on the Right Foot: The Influence of Four Principles of Professional Development in Improving Literacy Instruction in Two Kindergarten Programs. Learning Disabilities Research and Practice 14:4, pages 239-253.
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David J. Chard & Shirley V. Dickson. (2016) Phonological Awareness. Intervention in School and Clinic 34:5, pages 261-270.
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Margie Gilbertson & Ronald K. Bramlett. (1998) Phonological Awareness Screening to Identify At-Risk Readers. Language, Speech, and Hearing Services in Schools 29:2, pages 109-116.
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