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DEVELOPING PHONOLOGICAL AWARENESS, PHONEMIC AWARENESS AND WORD RECOGNITION SKILLS

SELECTED READINGS

Adams, M. J., Foorman, B. R., Lunberg, I., & Beeler, T. (1988). Phonemic awareness in young children: a classroom curriculum. Baltimore: Paul H. Brookes Publishing Company.

Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998,Spring/Summer). The elusive phoneme: Why phonemic awareness is so important and how to help children develop it. American Educator, 22, 18- 29.

Alloway, T. P., Gathercole, S. E., Adams, A.-M., Willis, C., Eaglen, R., & Lamont, E. (2005). Working memory and phonological awareness as predictors of progress towards early learning goals at school entry. British Journal of Developmental Psychology, 23(3), 417–426. Retrieved from http://doi.wiley.com/10.1348/026151005X26804

Beck, I & Beck, M. (2013). Phonemic awareness: a bit of a different take (pp. 28 - 38). In I. Beck & M. Beck., Making sense of phonics: the hows and whys (2nd edition). New York: Guilford Press.

Blackwell-Bullock, R., Invernizzi, M., Drake, E. A., & Howell, J. L. (2009). Concept of Word in text: an integral literacy skill. Reading In Virginia, 31, 30–35.

Bowyer-Crane, C., Snowling, M. J., Duff, F. J., Fieldsend, E., Carroll, J. M., Miles, J., … Hulme, C. (2008). Improving early language and literacy skills: differential effects of an oral language versus a phonology with reading intervention. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 49(4), 422–32. doi:10.1111/j.1469-7610.2007.01849.x

Brummitt-Yale, J. (n.d.) Phonemic Awareness vs. Phonological Awareness. Retrieved on 25 April 2015 from K12 Reader: http://www.k12reader.com/phonemic-awareness-vs-phonological-awareness/

Flanigan, K. (2007). A concept of word in text: A pivotal event in early reading acquisition. Journal of Literacy Research, 39(1), 37–70. doi:10.1080/10862960709336757

Foorman, B. R., & Torgesen, J. (2001). Critical elements of classroom and small-group instruction promote reading success in all children. Learning Disabilities Research & Practice, 16(4), 203–212.

Giambo, D. A., & McKinney, J. D. (2004). The Effects of a Phonological Awareness Intervention on the Oral English Proficiency of Spanish-Speaking Kindergarten Children. TESOL Quarterly, 38(1), 95–117. doi:10.2307/3588260

Goldstein, H., & Olszewski, A. (2015). Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework. Journal of Speech, Language, and Hearing Research, 1-14.

Hemphill, L., & Snow, C. (1996). Language and literacy development: Discontinuities and differences. In D. Olson & N. Torrance (Eds.), The handbook of education and human development: new models of teaching, learning and schooling (pp. 173–201). Oxford: Blackwell Publishers.

Kuhl, P. K. (2004). Early language acquisition: cracking the speech code. Nature Reviews. Neuroscience, 5(11), 831–43. doi:10.1038/nrn1533

Mathes, P. G., Torgesen, J. K., & Allor, J. H. (2012). The Effects of Peer-Assisted Literacy Readers With and Strategies for First-Grade Without Additional Computer-Assisted Instruction in Phonological Awareness, American Educational Research Journal, 38(2), 371–410.

McGee, L. M, & Dail, A. R. (2010). Phonemic awareness instruction in preschool: research implications and lessons learned from Early Reading First. In M.C. McKenna, S. Walpole, & K. Conradi (Eds) Promoting early reading: research, resources and best practices. New York: Guilford Press.

McIntyre, E., Hulan, N., & Layne, V. (2011). Word Study: Phonemic Awareness and Phonics (pp. 76-96). In Reading Instruction for Diverse Classrooms: Research-Based, Culturally Responsive Practice. New York: Guilford Press.

Morris, D. (1993). The Relationship Between Children’s Concept of Word in Text and Phoneme Awareness in Learning to Read: A Longitudinal Study. Research in the Teaching of English, 27(2), 133–154.

National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute of Child Health and Human Development.

New South Wales Department of Education and Training (2009). Literacy teaching guide: Phonemic awareness. Sydney: NSW DET.

Ouellette, G., & Sénéchal, M. (2017). Invented spelling in kindergarten as a predictor of reading and spelling in Grade 1: A new pathway to literacy, or just the same road, less known? Developmental Psychology, 53(1), 77–88.

Seidenberg, M. (2017). Language at the speed of sight: how we read, why so many can’t, and what can be done about it. New York: Basic Books.

Shanahan, T. (2015) Early childhood literacy. Presented to the Connecticut Council for School Reform on 9 April 2015. Retrieved on 21 April 2015 from http://www.shanahanonliteracy.com/2015/04/early-childhood-literacy.html#470108.

Shanahan, T. (2008). Literacy across the lifespan: what works? Community Literacy Journal, 3(1), 3–20.

Wilcox, M. J., Gray, S. I., Guimond, A. B., & Lafferty, A. E. (2011). Efficacy of the TELL language and literacy curriculum for preschoolers with developmental speech and/or language impairment. Early Childhood Research Quarterly, 26(3), 278–294. doi:10.1016/j.ecresq.2010.12.003

Wolf, M. (2008). Proust and the squid: the story and science of the reading brain. Cambridge: Icon Books.

Zhang, Y., Tardif, T., Shu, H., Li, H., Liu, H., McBride-Chang, C., … Zhang, Z. (2013). Phonological skills and vocabulary knowledge mediate socioeconomic status effects in predicting reading outcomes for Chinese children. Developmental Psychology, 49(4), 665–71. doi:10.1037/a0028612