Referencias

• Alegría, J., Pignot, E. y Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory and Cognition, 10, 451–456.
   PubMed Web of Science ®Google Scholar
• Bradley, L. (1988). Making connections in learning to read to spell. Applied Cognitive Psychology, 2, 3–18.
   Web of Science ®Google Scholar
• Byrne, B. (1992). Studies in the acquisition procedure for reading: rationale, hyphotheses and data. En P.B. Gough, L.C. Ehri y R. Treiman (Eds), Reading acquisition. Hillsdale: Lawrence Erlbaum Associates.
   Google Scholar
• Calero, A. y Pérez, R. (1993). Segmentación del habla y adquisición de la lectura. CL&E, 18, 41–53.
   Google Scholar
• Carrillo, M.S. y Sánchez, J. (1991). Segmentación fonológico-silábica y adquisición de la lectura: Un estudio empírico. CL&E, 9, 109–116.
   Google Scholar
• Coltheart, M. (1980). Deep dyslexia: A review of the syndrome. En M. Coltheart, K. Patterson y J.C. Marshall (Eds), Deeps dyslexia. Londres: Routlege y Kegan Paul.
   Google Scholar
• Cuetos, F. y Valle, F. (1988). Modelos de lectura y dislexias. Infanciay Aprendizaje, 44, 3–20.
   Google Scholar
• Domenech, J.M. y Riba, M.D. (1985). Modelos estadísticos. Modelo lineal de regresión. Barcelona: Herder.
   Google Scholar
• Ehri, L.C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. En P.B. Gough, L.C. Ehri y R. Treiman (Eds), Reading Acquisition. Hillsdale: Lawrence Erlbaum Associates.
   Google Scholar
• Fox, B. y Routh, D. (1984). Phonemic analysis and synthesis as word attak skills: Revisited. Journal of Educational Psychology, 76, 6, 1059–1064.
   Web of Science ®Google Scholar
• Frith, U. (1985). Beneath the surface of developmental dyslexia. En K.E. Patterson, J.C. Marshall y M. Coltheart (Eds.), Surface dyslexia. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Garton, A. y Pratt, C. (1989). Learning to be literacy. The development of spoken and written language. Nueva York: Basil Blackwell Inc.
   Google Scholar
• González, M.J. (1993). Estudio evolutivo del aprendizaje de la lectura: Análisis causal de la influencia de variables de desarrollo fonológico y psicolinguístico y de variables contextuales con niños normales y con dificultades de aprendizaje, de cinco a ocho años. Tesis doctoral. S.P.I.C.U.M. Universidad de Málaga.
   Google Scholar
• Lewkowicz, N.K. (1980). Phonemic awareness training: what to teach and how to teach it. Journal of Educational Psychology, 72, 5, 686–700.
   Web of Science ®Google Scholar
• Maldonado, A. y Sebastián, E. (1987). La segmentación de palabras: Un prerrequisito del aprendizaje de la lectura. Boletin I.C.E. (U.A.M.), 9, 5–14.
   Google Scholar
• Mann, V. (1991). Phonological abilities: effective predictors of future reading ability. En L. Rieben y CH.A. Perfetti (Eds), Learning to read: Basic research and its implications. Hillsdale: Lawrence Erlbaum Associates.
   Google Scholar
• Marsh, G., Friedman, M.P., Desberg, P. y Welch, V. (1980). Development of strategies in leraning to spell. En U. Frith (Ed), Cognitive Processes in spelling. Londres: Academic Press.
   Google Scholar
• Morais, J. (1991). Phonological Awareness: A bridge between language and literacy. En D.J. Sawyer y B.J. Fox (Eds), Phonological Awareness in reading. Nueva York: Springer-Verlag.
   Google Scholar
• Morais, J., Alegría, J. y Content, A. (1987). The relationship between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive, 7, 415–438.
   Google Scholar
• Perfetti, C.A. (1985). Reading abilities. Nueva York: Oxford Press.
   Google Scholar
• Perfetti, C.A., Bell, L.C. y Delaney, S.M. (1988). Automatic Phonetic activation in silent word reading: Evidence form backward Masking. Journal of Memory and Language, 27, 59–70.
   Web of Science ®Google Scholar
• Rueda, M. (1993). Conocimiento segmental y dyslexia. Efectos de la instrucción en la adquisición y mantenimento de conocmiento fonémico en niños disléxicos. Tesis doctoral sin publicar. Universidad de Salamanca.
   Google Scholar
• Sánchez, E. (1990). El aprendizaje de la lectura y sus trastornos. En A. Marchesi, C. Coll y J. Palacios (Eds), Desarrollo Psicológico y Educación III. Necesidades Educativas Especiales y Aprendizaje Escolar. Madrid: Alianza.
   Google Scholar
• Seymour, P.H. (1987). Word recognition process. An analysis based on format distortion effects. En J. Beech y A. Colley (Eds), Cognitive Approaches to reading. Nueva York: Wiley & Sons.
   Google Scholar
• Stanovich, K.E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. En P.B. Gough, L.C. Ehri y R. Treiman (Eds), Reading Acquisition. Hillsdale: Lawrence Erlbaum Associates.
   Google Scholar
• Treiman, R. (1991). Pnological awareness and its roles in learning to read and spell. En D.J. Sawyer y B.J. Fox (Eds), Phonological awareness in reading: the evolution of current perspective. Nueva York: Springer-Verlag.
   Google Scholar
• Treiman, R. y Baron, J. (1983). Phonemic analysis training helps children benefit from spelling-sound ruler. Memory and Cognition, 11, 328–389.
   Google Scholar
• Tunmer, W.E. (1991). Phonological awareness and literacy acquisition. En L. Rieben y Ch.A. Perfetti (Eds), Learning to read: basic research and its implications. Hillsdale: Lawrence Erlbaum Associates.
   Google Scholar
• Vellutino, F.R. (1987). Dislexia. Investigación y Ciencia,128, 12–21.
   Google Scholar
• De Vega, M., Carreiras, M., Gutiérrez, M. y Alonso, M.L. (1990). Lectura y Comprensión. Madrid: Alianza.
   Google Scholar