AdamsM. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
2.
AdamsM. J. (2001). Alphabetic anxiety and explicit, systematic phonics instruction: A cognitive science perspective. In NeumanS. B.DickinsonD. K. (Eds.), Handbook of early literacy research (pp. 66-80). New York, NY: Guilford.
3.
AshbyJ.DixH.BontragerM.DeyR.ArcherA. (2013). Phonemic awareness contributes to text reading fluency: Evidence from eye movements. School Psychology Review, 42, 157-170.
4.
BearD. R.InvernizziM.TempletonS.JohnstonF. (2011). Words their way: Word study for phonics, vocabulary, and spelling instruction (5th ed.). Upper Saddle River, NJ: Pearson.
5.
BoyerN.EhriL. C. (2011). Contribution of phonemic segmentation instruction with letters and articulation pictures to word reading and spelling in beginners. Scientific Studies of Reading, 15, 440-470.
6.
CampbellM. L.HelfS.CookeN. L. (2008). Effects of adding multisensory components to a supplemental reading program on the decoding skills of treatment resisters. Education and Treatment of Children, 33, 267-295.
7.
CardenasJ. M. (2009). Phonics instruction using pseudowords for success in phonetic decoding (Doctoral dissertation). Retrieved from http://digitalcommons.fiu.edu/etd/139
8.
CarverR. P. (2003). The highly lawful relationships among pseudoword decoding, word identification, spelling, listening, and reading. Scientific Studies of Reading, 7, 127-154.
9.
CharlesworthL. (2000). Turn-to-learn: Word family wheels. New York, NY: Scholastic.
10.
DeshlerD. D.SchumakerJ. B. (1993). Strategy mastery by at-risk students: Not a simple matter. Elementary School Journal, 94, 153-167.
11.
EhriL. C.McCormickS. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading and Writing Quarterly, 14, 135-163.
12.
EhriL. C.NunesS. R.WillowsD. M.SchusterB. V.Yaghoub-ZadehZ.ShanahanT. (2001). Phonetic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250-287.
13.
EhriL. C.RobbinsC. (1992). Beginners need some decoding skill to read words by analogy. Reading Research Quarterly, 27, 13-26.
14.
EhriL. C.SnowlingM. J. (2004). Developmental variation in word recognition. In StoneC.SillimanE.EhrenB.ApelK. (Eds.), Handbook of language and literacy: Development and disorders (pp. 433-460). New York, NY: Guilford.
15.
EhriL. C.WilceL. S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75, 3-18.
16.
EhriL. C.WilceL. S. (1985). Movement into reading: Is the first stage of printed word learning visual or phonetic?Reading Research Quarterly, 20, 163-179.
17.
EhriL. C.WilceL. (1987). Does learning to spell help beginners learn to read words?Reading Research Quarterly, 12, 47-65.
GoughP. B. (1993). The beginning of decoding. Reading and Writing: An Interdisciplinary Journal, 5, 181-192.
20.
JenkinsJ. R.O’ConnorR. E. (2001, August). Early identification and intervention for young children with reading/learning disabilities. Paper presented at the LD Initiative Conference, Washington, DC.
21.
JuelC. (1983). The development and use of mediated word identification. Reading Research Quarterly, 18, 306-327.
22.
JuelC.Minden-CuppC. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-492.
23.
LaneH. B.PullenP. C. (2004). Phonological awareness assessment and instruction: A sound beginning. Boston, MA: Allyn & Bacon.
24.
LaneH. B.PullenP. C.HudsonR. F.KonoldT. R. (2009). Identifying essential components of a tutoring model for struggling beginning readers. Literacy Research and Instruction, 48, 277-297.
25.
LibermanI. Y.ShankweilerD.FischerF. W.CarterB. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
26.
Melby-LervågM.LysterS. A. H.HulmeC. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychological Bulletin, 138(2), 322-352.
27.
MoatsL. C. (1998). Teaching decoding. American Educator, 22, 42-96.
28.
MoatsL. C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Brookes.
29.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
30.
O’ConnorR. E. (2011). Phoneme awareness and the alphabetic principle. In O’ConnorR. E.VadasyP. F. (Eds.), Handbook of reading interventions (pp. 9-26). New York, NY: Guilford.
31.
OliverR. M.ReschlyD. J. (2014). Special education teacher preparation in classroom organization and behavior management. In SindelarP. T.McCrayE. D.BrownellM. T.Lignugaris-KraftB. (Eds.), Handbook of research on special education teacher preparation (pp. 288-301). New York, NY: Routledge.
32.
OuelletteG. P.HaleyA. (2013). One complicated extended family: The influence of alphabetic knowledge and vocabulary on phonemic awareness. Journal of Research in Reading, 36(1), 29-41. doi:10.1111/j.1467-9817.2010.01486.x
33.
PinnellG. S.FountasI. C. (1998). Word matters: Teaching phonics and spelling in the reading/writing classroom. Portsmouth, NH: Heinemann.
34.
PullenP. C.LaneH. B. (2014). Teacher-directed decoding practice with manipulative letters and word reading skill development of struggling first grade students. Exceptionality, 22, 1-16.
35.
QiS.O’ConnorR. (2000). Comparison of phonological training procedures in kindergarten classrooms. Journal of Educational Research, 93, 226-233.
36.
TorgesenJ. K. (1997). The prevention and remediation of reading disabilities: Evaluating what we know from research. Journal of Academic Language Therapy, 1, 11-47.
37.
TroiaG. A. (2004). Phonological processing and its influence on literacy learning. In StoneC.SillimanE.EhrenB.ApelK. (Eds.), Handbook of language and literacy: Development and disorders (pp. 271-301). New York, NY: Guilford.
38.
TunmerW. E.ArrowA. W. (2013). Phonics instruction. In HattieJ.AndermanE. M. (Eds.), International guide to student achievement (pp. 316-319). New York, NY: Routledge.
39.
UhryJ. K. (2011). Teaching phonemic awareness. In BirshJ. R. (Ed.), Multisensory teaching of basic language skills (pp. 113-143). Baltimore, MD: Brookes.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
