References


Adams, M.J. (1997) The great debate: then and now. Annuals of Dyslexia, 47, 265-276.

Ball, E.W., & Blachman, B.A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-66.

Birnbaum, R.K., & Samar, V. (1999) The role of method of instruction, phonological awareness and letter knowledge in literacy acquisition of kindergarten children (Portions of this manuscript were presented at the 11th annual American Psychological Society Convention, Denver, Colorado, June, 1999.)

Blachman, B.A., (1989). Phonological awareness and word recognition: Assessment and intervention. In A.G. Kahmi & H.W. Catts (Eds.) Reading disabilities: A developmental language perspective (pp. 133-158). Boston: Little, Brown and Company.

Bradley, L. (1987). Rhyme recognition and reading and spelling in young children. In W. Ellis (Ed.), Intimacy with language (pp. 64-73). Baltimore: Orton Dyslexia Society.

Bradley, P.E., & Bryant, L. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.

Bradley, P.E., & Bryant, L. (1985). Rhyme and reason in reading and spelling. Ann Arbor: University of Michigan Press.

Dunn, L.M. & Dunn, L. M., (1981). Peabody Picture Vocabulary Test - Revised (form L). Circle Pines, MN: American Guidance Service.

Dunn, L.M. & Dunn, L. M., (1997). Peabody Picture Vocabulary Test - Third Edition (form IIIA). Circle Pines, MN: American Guidance Service.

Griffith, P. L., & Olson, M.W. (1992). Phonemic awareness helps beginning readers break the code. The Reading Teacher, 45, 516-523.

Lewkowicz, N. (1980). Phonemic awareness training: What to teach and how to train it. Journal of Educational Psychology, 65, 19-24.

Liberman, I.Y., Shankweiler, D., Liberman, A.M. (1989). The alphabetic principle and learning to read. In D. Shankweiler and I.Y. Liberman (Eds.), Phonology and reading disability (pp. 1-33). Ann Arbor: University of Michigan Press.

Lundberg, I. (1987). Phonological awareness facilitates reading and spelling acquisition. In W. Ellis (Ed.), Intimacy with language (pp. 56-73). Baltimore: Orton Dyslexia Society.

Lundberg, I., Frost, J., Petersen, O.P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 264-284.

Stanovich, K.E. (1986). Matthews effects in reading: some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.

Torgesen, J.K., Wagner, R.K., & Rashotte, C.A. (1994). Longitudinal studies of phonological processing and reading. Journal of Learning Disabilities, 27, 276-286.

Woodcock, R. W., & Johnson, M. B. (1977). Woodcock-Johnson Psycho-Educational Battery. Allen, Texas: DLM Teaching Resources.

Yopp, H.K. (1992) Developing phonemic awareness in young children. The Reading Teacher, 45, 696-703

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