Gaining Alphabetic Insight : Is Phoneme Manipulation Skill or Identity Knowledge Causal ?
暂无分享,去创建一个
[1] P. A. Weaver,et al. Theory and practice of early reading , 1979 .
[2] D. Kear,et al. Measuring Attitude toward Reading: A New Tool for Teachers. , 1990 .
[3] C. Juel. Learning to read and write: A longitudinal study of 54 children from first through fourth grades. , 1988 .
[4] Russell A Langley,et al. Practical Statistics Simply Explained , 1971 .
[5] Thomas G. Gunning. Creating Reading Instruction for All Children. Second Edition. , 1996 .
[6] Joseph K. Torgesen,et al. Effects of two types of phonological awareness training on word learning in kindergarten children. , 1992 .
[7] I Lundberg,et al. Can phonemic awareness be trained in kindergarten? , 1983, Scandinavian journal of psychology.
[8] Rollanda E. O'Connor,et al. Teaching Phonological Awareness to Young Children with Learning Disabilities , 1993, Exceptional children.
[9] R. Wagner,et al. The nature of phonological processing and its causal role in the acquisition of reading skills. , 1987 .
[10] Rollanda E. O'Connor,et al. Transfer among Phonological Manipulation Skills. , 1993 .
[11] Marcia Davidson,et al. Effects of Phonemic Processes on Word Reading and Spelling. , 1994 .
[12] Keith E. Stanovich,et al. Assessing phonological awareness in kindergarten children: Issues of task comparability , 1984 .
[13] Barbara J. Fox,et al. Phonemic analysis and synthesis as word attack skills: Revisited. , 1984 .
[14] Ruth Fielding-Barnsley,et al. Acquiring the alphabetic principle : a case for teaching recognition of phoneme identity , 1990 .
[15] Hallie Kay Yopp,et al. The validity and reliability of phonemic awareness tests. , 1988 .
[16] A M Liberman,et al. Perception of the speech code. , 1967, Psychological review.
[17] K. Stanovich,et al. Phenotypic performance profile of children with reading disabilities: A regression-based test of the phonological-core variable-difference model. , 1994 .
[18] Linnea C. Ehri,et al. Do Alphabet Letters Help Prereaders Acquire Phonemic Segmentation Skill , 1983 .
[19] A. Liberman,et al. Whole Language vs. Code Emphasis: Underlying assumptions and their implications for reading instruction , 1990, Annals of dyslexia.
[20] V. J. Skjelfjord. Phonemic Segmentation. An Important Subskill in Learning to Read: II , 1987 .
[21] Brian Byrne,et al. Studies in the acquisition procedure for reading: Rationale, hypotheses, and data. , 1992 .
[22] Bernice W. Polemis. Nonparametric Statistics for the Behavioral Sciences , 1959 .
[23] J. A. Helfgott,et al. Phonemic segmentation and blending skills of kindergarten children: Implications for beginning reading acquisition , 1976 .
[24] Nancy K. Lewkowicz. Phonemic Awareness Training: What to Teach and How To Teach It. , 1980 .
[25] Ingvar Lundberg,et al. Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children. , 1988 .
[26] Linnea C. Ehri,et al. Development of the ability to read words: Update. , 1994 .
[27] Ruth Fielding-Barnsley,et al. Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. , 1989 .
[28] R. Treiman. Onsets and rimes as units of spoken syllables: evidence from children. , 1985, Journal of experimental child psychology.
[29] Marilyn Jager Adams,et al. Beginning To Read: Thinking and Learning about Print. , 1991 .
[30] M. Maclean. Rhymes, nursery rhymes, and reading in early childhood. , 1987 .
[31] Bruce A. Murray,et al. Defining phonological awareness and its relationship to early reading. , 1994 .
[32] Peter J. Hatcher,et al. Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis , 1994 .
[33] Margit Torneus,et al. Phonological Awareness and Reading: A Chicken and Egg Problem?. , 1984 .
[34] E. W. Ball,et al. Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling , 1991 .
[35] Michael A. Wallach,et al. Helping Disadvantaged Children Learn to Read by Teaching Them Phoneme Identification Skills. , 1976 .
[36] Lynette Bradley,et al. Rhyme and reason in reading and spelling , 1985 .
[37] J P Williams,et al. Teaching decoding with an emphasis on phoneme analysis and phoneme blending. , 1980, Journal of educational psychology.
[38] Ruth Fielding-Barnsley,et al. Evaluation of a Program to Teach Phonemic Awareness to Young Children. , 1991 .
[39] Bruce A. Murray. Developing Phonological Awareness through Alphabet Books. , 1993 .
[40] Rollanda E. O'Connor,et al. Transfer among Phonological Tasks in Kindergarten: Essential Instructional Content. , 1995 .
[41] P. Bryant,et al. Difficulties in auditory organisation as a possible cause of reading backwardness , 1978, Nature.
[42] K. Stanovich. Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. , 1986 .
[43] M. Snowling,et al. The Nonword Reading Deficit in Developmental Dyslexia: A Review. , 1992 .
[44] P. Bryant,et al. Children's Reading Problems: Psychology and Education , 1986 .
[45] I. Liberman,et al. 1. Segmentation of the spoken word and reading acquisition , 1973 .
[46] P. Bryant,et al. Categorizing sounds and learning to read—a causal connection , 1983, Nature.
[47] D. Share. Phonological recoding and self-teaching: sine qua non of reading acquisition , 1995, Cognition.