source : http://www.educationoasis.com/resources/Articles/phonemic_awareness.htm
Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phonemic awareness in young children : A classroom curriculum . Baltimore, MA: Brookes Publishing.
Al Otaiba, S. & Fuchs, D. (2002). Characteristics of children who are unresponsive to early literacy intervention: A review of the literature. Remedial and Special Education, 23, 300-316.
Ball, E. W. (1993). Phonological awareness: What's important and to whom? Reading & Writing: An Interdisciplinary Journal, 5 , 141-159.
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, 25 , 49-66.
Binder , C., Haughton, E., & Bateman, B. (2002). Fluency: Achieving true mastery in the learning process. Retrieved 1/3/2003 from http://curry.edschool.virginia.edu/sped/projects/ose/papers/
Blachman, B. A. (1984). Language analysis skills and early reading acquisition. In G. P. Wallach, & K. G. Butler (Eds.), Language learning disabilities in school age children (pp. 271-287). Baltimore Williams & Wilkins.
Bowey, J. A., & Francis, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12 , 91-121.
Bowey, J. A., Cain, M. T., & Ryan, S. M. (1992). A reading-level design study of phonological skills underlying fourth-grade children's word reading difficulties. Child Development, 63 , 999-1011.
Bradley, L. (1990). Rhyming connections in learning to read and spell. In P. D. Pumphrey, & C. D. Elliot (Eds.), Children's difficulties in reading, spelling and writing: Challenges and responses (pp. 83-100). London The Falmer Press.
Bruck, M., & Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexics: The case of initial consonant clusters. Journal of Experimental Child Psychology, 50 , 156-178.
Bryant, P. (1990). Phonological development and reading. In P. D. Pumfrey, & C. D. Elliot (Eds.), Children's difficulties in reading, spelling and writing: Challenges and responses (pp. 63-82). London The Falmer Press.
Bryant, P. E., Bradley, L., Maclean, M., & Crossland, J. (1989). Nursery rhymes, phonological skills and reading. Journal of Child Language, 16 , 407-428
Bryen, D. N., & Gerber, A. (1987). Metalinguistic abilities and reading: A focus on phonological awareness. Reading, Writing & Learning Disabilities, 3 , 357-367.
Byrne, B., & Fielding-Barnsley, R. (1993). Evaluation of a program to teach phonemic awareness to young children: A one-year follow-up. Journal of Educational Psychology, 85 , 104-111.
Byrne, B., Fielding-Barnsley, R, & Ashley, L. (2000). Effects of preschool phoneme identity training after six years: Outcome level distinguished from rate of response. Journal of Educational Psychology, 92 , 659-667.
Caravolas, M., & Bruck, M. (1993). The effect of oral and written language input on children's phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology, 55, 1-30.
Ehri, L. C., Nunes, S. R., Willows, D. M., Schuster, B. V., Yaghoub-Zadeh, Z., Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36 , 250-287.
Felton, R. H. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26 (4), 583-589.
Foorman, B. R., Chen, D-T., Carlson, C., Moats, L., Francis, D. J., & Fletcher, J. M. (2003). The necessity of the alphabetic principle to phonemic awareness instruction. Reading and Writing: An Interdisciplinary Journal, 16 , 289-324.
Gough, P. B., & Hillinger, M. L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30 , 179-196.
Hall, S. H., & Moats, L. C. (1999 ). Straight talk about reading: How parents can make a difference during the early years . Chicago: Contemporary Books.
Hatcher, P., Hulme, C., & Ellis, A. (1994). Ameliorating reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65 , 41-57.
Hirsch E. D. (2001, Spring). Romancing the child. Education Matters, 34-39. Retrieved 11/3/2003 from www.educationnext.org/2001sp/34.html
Hulme, C., Hatcher, P. J., Nation, K., Brown, A., Adams, J., & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82 , 2-28.
Kame'enui, E. J. (2002). An analysis of reading assessment instruments for K-3 . University of Oregon, OR: Institute for the Development of Educational Achievement. Retrieved 6/6/2003 from http://idea.uoregon.edu/assessment/final_report.pdf .
Kirtley, C., Bryant, P. E., Maclean, M. J., & Bradley, L. L. (1989). Rhyme, rime and the onset of reading. Journal of Experimental Child Psychology, 48 , 224-245.
Labov, L. (2003). When ordinary children fail to read. Reading Research Quarterly, 38 , 128-131.
Lamb, S. J., & Gregory, A. H. (1993). The relationship between music and reading in beginning readers. Educational Psychology, 13, 19-27.
Liberman, A. M., Cooper, F. S., Shankweiler, D. P., & Studdert-Kennedy, M. (1967). Perception of the speech code. Psychological Review, 74, 431-461.
Liberman, A.M. (1997). How theories of speech affect research in reading and writing. In B. A. Blachman (Ed.), Foundations of reading acquisition and dyslexia . Mahway, NJ: Laurence Erlbaum Associates.
Liberman, I. Y., & Liberman, A. M. (1990). Whole language vs code emphasis: Underlying assumptions and their implications for reading instruction. Annals of Dyslexia, 40 , 51-75.
Lindamood, C., & Lindamood, P. C. (1969). Auditory Discrimination in Depth. USA Riverside Publishers.
Lindamood, P. C. (1994). Issues in researching the link between phonological awareness, learning disabilities, and spelling. In G. R. Lyon, (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 351-374). Baltimore, PH: Brookes Publishing Co.
Lindsley, O. R. (1996). Is fluency free-operant response-response chaining? The Behavior Analyst, 19 (2), 211-224.
Lyon, G. R. (2001). Measuring success: Using assessments and accountability to raise student achievement . Subcommittee on Education Reform Committee on Education and the Workforce U.S. House of Representatives Washington, D.C. Retrieved 6/6/2003 from http://www.nrrf.org/lyon_statement3-01.htm
Macmillan, B. M. (2002). Rhyme and reading: A critical review of the research methodology. Journal of Research in Reading, 25 (1), 4-42.
Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities , 34 , 472-482.
Moats, L. C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44 , 81-102.
Morais, J. (1991). Phonological awareness: A bridge between language & literacy. In D. Sawyer, & B. Fox (Eds.), Phonological awareness in reading: The evolution of current perspectives . (pp. 31 - 71). New York Springer-Verlag.
Morais, J., Alegria, J., & Content, A. (1987). The relationship between segmental analysis and alphabetic literacy: An interactive view. Cahiers de Psychologie Cognitive, 7 , 1-24.
Munro, J. (1995). Explaining developmental dyslexia Orthographic processing difficulties. Australian Journal of Remedial Education, 27 (1), 5-15.
Nation, K., & Hulme, C. (1997). Phonemic segmentation, not onset-rime segmentation predicts early reading and spelling skills. Reading Research Quarterly, 32, 154-167.
Nation, K., Allen, R., & Hulme, C. (2001). The limitations of orthographic analogy in early reading development: Performance on the clue-word task depends on phonological priming and elementary decoding skill, not the use of orthographic analogy. Journal of Experimental Child Psychology, 80 , 75-94.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Department of Health and Human Services. Retrieved 12/2/03 from http://www.nationalreadingpanel.org
Olson, R. K., & Wise, B. W. (1992). Reading on the computer with orthographic and speech feedback. Reading and Writing: An Interdisciplinary Journal, 4 , 108-144.
Olson, R., Wise, B., Conners, F., Rack, J. P., & Fulker, D. (1989). Specific deficits in component reading and language skills: Genetic and environmental influences. Journal of Learning Disabilities, 22 , 339-348.
Rack, J. P., Hulme, C., & Snowling, M. (1993). Learning to read: A theoretical synthesis. Advances in Child Development & Behaviour, 24 , 99-132.
Read, C. (1991). Access to syllable structure in language and learning. In S. A. Brady, & D. P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 119-124). NJ Lawrence Erlbaum.
Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55 , 151-218.
Smith, F. (1975). Comprehension and learning: A conceptual framework for teachers . New York Richard C. Owen.
Smith, F. (1992). Learning to read: The never-ending debate. Phi Delta Kappan, 74 , 432-441.
Solomons, B. (1992). Phonemic awareness training: An early intervention program . NSW, Australia Macquarie University
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21 , 360-406.
Stanovich, K. E. (1992). Speculation on the causes and consequences of individual differences in early reading acquisition. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ Laurence Erlbaum.
Stanovich, K. E. (1993). The language code: Issues in word recognition. In S. R. Yussen, & M. C. Smith (Eds.), Reading across the life span (pp. 111-135). New York Springer-Verlag.
Torgesen, J. K., & Bryant, B. (1994a). Test of Phonological Awareness . Austin, TX Pro-Ed.
Torgesen, J. K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, Spring/Summer. Retrieved 12/2/03 from : http://www.ldonline.org/ld_indepth/reading/torgeson_catchthem.html
Torgesen, J. K., Morgan, S. T., & Davis, C. (1992). Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370.
Treiman, R. (1991). The role of intrasyllabic units in learning to read and spell. In P. Gough, L. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 65-106). Hillsdale, NJ Erlbaum.
University of Oregon. (2002a). What are the Dynamic Indicators of Basic Early Literacy Skills or DIBELS ? . Retrieved 5/10/2003 from http://reading.uoregon.edu/assessment/dibels_what.php
University of Oregon. (2002b). Big ideas in beginning reading. Retrieved 5/10/2003 from http://reading.uoregon.edu
Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive Test of Phonological Processing . Austin, TX: Pro-Ed.
Wise, B. W., & Olson, R. K. (1995). Computer-based phonological awareness and reading instruction. Annals of Dyslexia, 45 , 99-122.
Wise, B. W., Olson, R. K., & Treiman, R. (1990). Subsyllabic units as aids in beginning readers word learning Onset-rime versus post-vowel segmentation. Journal of Experimental Child Psychology, 49 , 1-19.
Wood, C. (2000). Rhyme awareness, orthographic analogy use, phonemic awareness and reading: An examination of relationships Educational Psychology, 20 (1), 5-15.
Wren, S., & Watts, J. (2002). Abecedarian Reading Assessment . Southwest Educational Development Laboratory. Retrieved 12/2/03 from http://www.balancedreading.com/assessment/abecedarian.html
Wright, J., & Jacobs, B. (2003). Teaching phonological awareness and metacognitive strategies to children with reading difficulties: A comparison of the two instructional methods. Educational Psychology, 23 (1), 17-45.
Yopp, H. K. (1992). Developing phonemic awareness in young children. The Reading Teacher, 45 , 696-703.
Dr Kerry Hempenstall
Département de psychologie et des études de déficience intellectuelle,
Royal Melbourne Institute of Technology (RMIT),
Rd Plenty., Bundoora,
Victoria, Australie. 3083
Sciences cognitives et lecture
sur le blog ...