References
- Lonigan CJ, Burgess S, Anthony J. Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study. Dev Psychol 2000;36:596–613.
- NELP. Developing Early Literacy: Report of the National Early Literacy Panel – A Scientific Synthesis of Early Literacy Development and Implications for Intervention National Early Literacy Panel (NELP), National Institute for Literacy (NIFL), National Center f. USA: JESSUP; 2008.
- Piasta S, Wagner R. Developing early literacy skills: a meta-analysis of alphabet learning and instruction. Natl Inst Heal 2010;45:8–38.
- Treiman R, Broderick V. What's in a name: Children's knowledge about the letters in their own names. J Exp Child Psychol 1998;70:97–116.
- Justice L, Ezell H. Print referencing: an emergent literacy enhancement strategy and its clinical applications. Lang Speech Hear Serv Sch 2004;35:185–93.
- Treiman R, Tincoff R, Rodriguez K, et al. The foundations of literacy: learning the sounds of letters. Child Dev 1998;69:1524–40.
- Invernizzi M, Justice L, Landrum T, Booker K. Early literacy screening in kindergarten: widespread Implementation in Virginia. J Lit Res 2004;36:479–500.
- Treiman R, Rodriguez K. Young children use letter names in learning to read words. Psychol Sci 1999;10:334–8.
- Justice L, Pence K, Bowles R, Wiggins A. An investigation of four hypotheses concerning the order by which 4-year-old children learn the alphabet letters. Early Child Res Quartely 2006;21:374–89.
- Evans MA, Bell M, Shaw D, et al. Letter names, letter sounds and phonological awareness: an examination of kindergarten children across letters and of letters across children. Reading Writing 2006;19:959–89.
- Treiman R, Pennington BF, Shriberg LD, Boada R. Which children benefit from letter names in learning letter sounds? Cognition 2008;106:1322–38.
- Invernizzi M, Sullivan A, Meier J, Swank L. The phonological awareness literacy screening for preschool (PALS-PREK). University of Virginia; 2004.
- Adams M. Beginning to read: thinking and learning about print. Massachusetts: First MIT Press; 1990.
- Frias RJ. O Desenvolvimento das Competências de Leitura e Escrita no Ensino Pré-Escolar: O Contributo da Consciência Fonológica [Early reading and writing development: the impact of Phonological Awareness]. Instituto Politécnico de Coimbra; 2014.
- Morais J, A arte de ler [The art of reading]. UNESP; 1996.
- Silva IL, da, Marques L, Mata L, Rosa M, Orientações Curriculares para a Educação Pré-Escolar [Early childhood education guidelines]. Direção Geral de Educação. 2016.
- Alves R, Branco M, Pontes AÂ, Castro SL, Avaliação das dificuldades de leitura e escrita: Desenvolvimento da Bateria Fonológica da Universidade do Porto [Assessment of reading and writing disabilities: development of the Phonological Battery of the University of Porto]. Educação: Temas e Problemas. 2007;4:203–22.
- Direção Geral Educação. Caderno de Apoio: Aprendizagem da leitura e da escrita (LE) [Support notebook: learning to read and write]. 2013.
- Sucena A, Castro SL, Consciência Fonológica e Conhecimento das Relações Letra-Som no 1° Ano de Aprendizagem da Leitura: Estudo longitudinal [Phonological awareness and knowledge of letter-sound relationships in the first year of reading learning: longitudional study]. Educação, Temas e Problemas. 2007;4:119–40.
- Caravolas M, Hulme C, Snowling MJ. The foundations of spelling ability: evidence from a 3-Year longitudinal study. J Mem Lang 2001;45:751–74.
- Ellefson MR, Treiman R, Kessler B. Learning to label letters by sounds or names: a comparison of England and the United States. J Exp Child Psychol 2009;102:323–41.
- Manolitsis G, Tafa E. Letter-name letter-sound and phonological awareness: evidence from Greek-speaking kindergarten children. Read Writ 2009;24:27–53.
- Levin I, Shatil-Carmon S, Asif-Rave O. Learning of letter names and sounds and their contribution to word recognition. J Exp Child Psychol 2006;93:139–65.
- Bus A, Ijzendoorn MV. Phonological awareness and early reading: a meta-analysis of experimental training studies. J Educ Psychol 1999;91:403–14.
- Rvachew S, Ohberg A, Grawburg M, Heyding J. Phonological awareness and phonemic perception in 4-Year-Old children with delayed expressive phonology skills. Am J Speech-Language Pathol 2003;12:463–71.
- Troia A, Phonological processing and its influence on literacy learning. In: Stone A, Silliman E, Ehren B, Apel K, ed. Handbook of language and literacy: Development and disorders. New York: The Guilford Press; 2004. p. 271–301.
- Wagner R, Torgesen J, Laughon P, et al. Development of young readers’ phonological processing abilities. Am J Speech-Language Pathol 1993;85:83–103.
- Foy J, Mann V. Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. J Res Read 2006;29:143–61.
- Silva C, Almeida T, Martins M. Letter names and sounds: their implications for the phonetisation process. Read Writ 2008;23:147–72.
- Aro M, Learning to read: the effect of orthography. In: Handbook of orthography and literacy. Mahwah: LEA; 2005.
- Duncan LG, Castro SL, Defior S, Seymour PH, Baillie S, Leybaert J, et al. Phonological development in relation to native language and literacy: variations on a theme in six alphabetic orthographies. Cognition 2013;127:398–419.
- Seymour PHK, Aro M, Erskine JM. Foundation literacy acquisition in European orthographies. Br J Psychol 2003;94:143–74.
- Wimmer H. Characteristics of developmental dyslexia in a regular writing system. Appl Psycholinguist 1993;14:1–33.
- Foulin JN. Why is letter-name knowledge such a good predictor of learning to read? Read Writ 2005;18:129–55.
- Jesus LMT, Valente ARS, Hall A. Is the Portuguese version of the passage “The North Wind and the Sun” phonetically balanced? J Int Phon Assoc 2015;45:1–11.
- Gomes I, Castro SL. Porlex, a lexical database in European Portuguese. Psychologica 2003;32:91–108.
- Martins M, Acesso ao Princípio Alfabético no Pré-escolar: Evolução, Processos e Implicações de Programas de Intervenção ao Nível da Escrita [The acquisition of the alphabetic principle in preschool and the implications of the Intervention Programs on writing skills]. Lisbon: Instituto Superior de Psicologia Aplicada; 2010.
- Matos F. Os sons e as letras: Início da fonetização da escrita [The sounds and letters: A primer to phonetic writing]. Lisbon: Instituto Superior de Psicologia Aplicada; 2000.
- Baker DL, Cummings KD, Good RH, Smolkowski K. Indicadores dinámicos del éxito en la lectura (IDEL): Summary of decision rules for intensive, strategic, and benchmark instructional recommendations in kindergarten through third grade. Eugene: Dynamic Measurement Group; 2007.
- Learning UO DIBELS data system: Using data to make decisions for students, each and all. Oregon: University of Oregon Center on Teaching and Learning; 2008.
- Buddeberg K, Dombey H, Garbe C, et al. Literacy in England Country Report: Children, Adolescents and Adults. European Literacy Policy Network (ELINET). Cologne; 2016.
- Ball E, Blachman B. Phoneme segmentation training: Effect on reading readiness. Ann Dyslexia 1988;38:208–23.
- Carroll J. Letter knowledge precipitates phoneme segmentation, but not phoneme invariance. J Res Read 2004;27:212–25.
- Pedro CF, Lousada M, Hall A, Jesus LMT. Visual stimuli in intervention approaches for pre-schoolers diagnosed with phonological delay. Logop Phoniatr Vocol, http://dx.doi.org/10.1080/14015439.2017.1307445.
- Mirl Silva. Orientações Curriculares Para a Educação Pré-Escolar [Preschool curriculum guidelines]. Lisboa: Ministério da Educação; 1997.
- Buescu HC, Morais J, Magalhães MRRVF, Metas Curriculares de Português [Portuguese language curricular goals]. 2012.
- Treiman R. The foundations of literacy. Curr Dir Psychol Sci 2000;9:89–92.
- Davis L. Getting the most from a panel of experts. Appl Nurs Res 1992;5:194–7.
- Grant JS, Davis LL. Focus on quantitative methods selection and use of content experts for instrument development. Res Nurs Health 1997;20:269–74.
- Bland J, Altman D. Statistical methods for assessing agreement between two methods of clinical measurement. Lancet 1986;1:307–10.
- Field A. Discovering statistics using SPSS. 4th ed. SAGE; 2013.
- Kerlinger FN, Lee HB, Foundations of behavioral research. Thomson Learning; 2000.
- Terrell P. Alphabetic and Phonemic Awareness in Toddlers. Baton Rouge: Faculty of the Louisiana State University; 2007.
- Lynn M. Determination and quantification of content validity. Nurs Res 1986;35:382–5.
- Polit D, C, Beck. Essentials of nursing research: appraising evidence for nursing practice. Philadelphia: Lippincott Williams & Wilkins; 2010.
- Webb M-Y. A construct validation study of phonological awareness for children entering pre-kindergarten. Athens: University of Georgia; 2003.
- Browne R. On the use of a pilot sample for sample size determination. Stat Med 1995;14:1933–40.
- Lancaster G, Williamson P. Design and analysis of pilot studies: recommendations for good practice. J Eval Clin Pract 2004;10:307–12.
- Peat J, Mellis C, Williams K, Xuan W, Health science research: a handbook of quantitative methods. London: Sage; 2002.
- Education, Audiovisual and Culture Executive Agency. Teaching Reading in Europe: Contexts, Policies and Practices. 2011.
- Treiman R, Kessler B. Learning of letter names follows similar principles across languages: evidence from Hebrew. J Exp Child Psychol 2007;96:87–106.
- Cardoso-martins C, Batista A. O conhecimento do nome das letras e o desenvolvimento da escrita: evidência de crianças falantes do português [Letter name knowledge and the development of spelling skills: evidence from Portuguese-speaking children]. Psciologia Reflexão e Crit 2005;18:330–6.
- Dodd B, Carr A. Young Children's Letter-Sound Knowledge. Lang Speech Hear Serv Sch 2003;34:128–38.
- Reis A, Faísca L, Castro SL, Petersson KM, Preditores da leitura ao longo da escolaridade: alterações dinâmicas no papel da consciência fonológica e da nomeação rápida [Predictors of reading in education: dynamic changes in the role of phonological awareness and quick naming]. In: Actas do VII Simpósio Nacional de investigação em Psicologia. Universidade do Minho; 2010. p. 3117–32.
- Landis JR, Koch GG. The measurement of observer agreement for categorical data. Biometrics 1977;33:159–74.
- Sim-Sim I, O Ensino da Leitura: A Decifração [Teaching reading skills: Decoding]. Lisboa: Ministério da Educação; 2009.
- Valente T, Martins MA, Competências metalinguísticas e aprendizagem da leitura em duas turmas do 1.° ano de escolaridade com métodos de ensino diferentes [Metalinguistic skills and learning reading skills in two first year groups of 1. using different teaching methods. Análise Psicológica. 2004;1:193–212.
- Treiman R, Knowledge about letters as a foundation for reading and spelling. In: Malatesha Joshi R, Aaron PG, eds. Handbook of orthography and literacy. Mahwah: Lawrence Erlbaum Associates; 2006. p. 581–99.
- Seymour PH, Aro M, Erskine JM. Foundation literacy acquisition in European orthographies. Br J Psychol 2003;94:143–74.
- Defior S, Matos F, Cary L. Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish. Appl Psycholinguist 2002;23:135–48.
- González JJ. A reading-level match study of phonemic processes underlying reading disabilities in a transparent orthography. Read Writ 1997;9:23–40.