The effects of phonological awareness instruction on beginning word recognition and spelling

References

• Adams M. J. Beginning to read. The MIT Press, Cambridge, MA 1990
   Google Scholar
• Ball E. W., Blachman B. A. Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling?. Reading Research Quarterly 1991; 26: 49–66
   Web of Science ®Google Scholar
• Bishop D. V. M., Robson J. Unimpaired short-term memory and rhyme judgment in congenitally speechless individuals: Implications for the notion of “Articulatory Coding”. The Quarterly Journal of Experimental Psychology 1989; 41A(1)123–140
   Google Scholar
• Byrne B., Fielding-Barnsley R. Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology 1989; 81: 313–321
   Web of Science ®Google Scholar
• Calfee R. C., Lindamood P., Lindamood C. Acoustic-phonetic skills and reading: Kindergarten through twelfth grade. Journal of Educational Psychology 1973; 64: 293–298
   PubMed Web of Science ®Google Scholar
• Carrow-Woolfolk E. Oral and written language scales (OWLS). American Guidance Service, Circle Pines, MN 1995
   Google Scholar
• Cupples L., Iacono T. Phonological awareness and oral reading skill in children with Down syndrome. Journal of Speech, Language and Hearing Research 2000; 43: 595–608
   PubMed Web of Science ®Google Scholar
• Dewey G. Relative frequency of English speech sounds. Harvard University Press, Cambridge, MA 1923
   Google Scholar
• Dunn L. M., Dunn L. M. Peabody picture vocabulary test, third edition. American Guidance Service, Circle Pines, MN 1997
   Google Scholar
• Ehri L. C. Grapheme-phoneme knowledge is essential for learning to read words in English. Word recognition in beginning literacy, J. L. Metsala, L. C. Ehri. Erlbaum, London 1998; 3–40
   Google Scholar
• Fallon K. A., Light J., McNaughton D., Drager K., Hammer C. The effects of direct instruction on the single-word reading skills of children who require augmentative and alternative communication. Journal of Speech, Language, and Hearing Research 2004; 47: 1424–1439
   PubMed Web of Science ®Google Scholar
• Foley B. E., Pollatsek A. Phonological processing and reading abilities in adolescents and adults with severe congenital speech impairments. Augmentative and Alternative Communication 1999; 15: 156–173
   Google Scholar
• Gillon G. T. Facilitating phoneme awareness development in 3- and 4-year-old children with speech impairment. Language, Speech, and Hearing Services in Schools 2005; 36: 308–324
   PubMed Web of Science ®Google Scholar
• Hoien T., Lundberg I., Stanovich K., Bjaalid I. K. Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal 1995; 7: 171–188
   Web of Science ®Google Scholar
• Iacono T., Cupples L. Assessment of phonemic awareness and word reading skills of people with complex communication needs. Journal of Speech, Language, and Hearing Research 2004; 47: 437–449
   PubMed Web of Science ®Google Scholar
• Larsen S. C., Hammill D. D., Moats L. Test of written spelling (4th ed.). ProEd, Austin, TX 1999
   Google Scholar
• Lewkowicz N. K. Phonemic awareness training: What to teach and how to teach it. Journal of Educational Psychology 1980; 72: 686–700
   Web of Science ®Google Scholar
• Lewkowicz N. K., Low L. Y. Effects of visual aids and word structure on phonemic segmentation. Contemporary Educational Psychology 1979; 4: 238–252
   Web of Science ®Google Scholar
• Lobel A. Days with frog and toad. Harper Collins, NY 1979
   Google Scholar
• McReynolds L. V., Kearns K. P. Single-subject experimental designs in communicative disorders. ProEd, Austin, TX 1983
   Google Scholar
• Medlin V. Word making pictures. Word Making Productions, Salt Lake City, UT 1975
   Google Scholar
• Munsch R. Andrew's loose tooth. Scholastic Canada Ltd., Toronto, ON 1998
   Google Scholar
• Parrish P. Good work, Amelia Bedelia. Avon Books, Inc., New York 1976
   Google Scholar
• Rey M., Rey H. A. Curious George. Houghton Mifflin, Boston, MA 1985
   Google Scholar
• Schlosser R. W. Single-subject experimental designs. The efficacy of augmentative and alternative communication: Toward evidence-based practice, R. W. Schlosser. Elsevier Science, New York 2003; 85–145
   Google Scholar
• Seuss Dr. The cat in the hat. Random House, New York 1957
   Google Scholar
• Share D. L. Phonological recoding and self-teaching: sine qua non of reading acquisition. Cognition 1995; 55: 151–218
   PubMed Web of Science ®Google Scholar
• Share D. L., Stanovich K. E. Cognitive processes in early reading development: Accommodating individual differences into a model of acquisition. Issues in Education 1995; 1: 1–57
   Google Scholar
• Smith M. Literacy and augmentative and alternative communication. Elsevier, New York 2005
   Google Scholar
• Vandervelden M., Siegel L. Phonological processing and literacy in AAC users and students with motor speech impairments. Augmentative and Alternative Communication 1999; 15: 191–211
   Google Scholar
• Vandervelden M., Siegel L. Phonological processing in written word learning: Assessment for children who use augmentative and alternative communication. Augmentative and Alternative Communication 2001; 17: 37–51
   Google Scholar
• Widgdit Software. Communicate: In Print 2 (Version 2) [Computer software]. Widgit Software, CambridgeUK 2004
   Google Scholar
• Woodcock R. W. Woodcock reading mastery tests-revised. American Guidance Service, Circle Pines, MN 1998
   Google Scholar
• Zimmerman I. L., Steiner V. G., Pond R. E. Preschool language scale-3. The Psychological Corporation, New York 1992
   Google Scholar