A Selected List of References on Word Recognition

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Ball, E.W. & Blackman, B.A. (1991). Does phoneme segmentation training in kindergarten make a difference in early word recognition and developmental spelling. Reading Research Quarterly, 26:49-66.
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Blachman, B. 1984. The relationships of rapid naming ability and language analysis skills to kindergarten and first grade reading achievement. Journal of Educational Psychology 76: 610-22.
Blachman, B. 1987. An alternative classroom reading program for learning disabled and other low achieving children. In Intimacy with Language; A Forgotten basic in Teacher Education. ed. W. Ellis. Baltimore: Orton Dyslexia Society.
Blachman, B.A. (1989). Phonological awareness and word recognition: Assessment and intervention. Pp. 133-158. in A.G. Kamhi & Kamhi & H.W. Catts (Eds.),Reading disabilities. Austin: PRO-Ed.
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., and Bryant. P.E. 1983. Categorizing sounds and learning to read - a causal connection. Nature 301:419-21.
Brady, S.A. (1991) The Role of Working Memory in Reading Disability. Pp. 125 in Phonoloical Processes in Literacy: A Tribute to Isabelle Liberman, S.A. Brady and D.S. Shankweiler (Eds.) L> Erlbaum.
Brady, S.A., Shankweiler, D. , and Mann, V.A. 1983. Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology 35:345-67.
Brady, S., Mann, V. & Schmidt, R. (1987). Errors in short-term memory for good and poor readers. Memory & Cognition, 15:444-453.
Brady, S., Poggie, E., & Rapala, M.M. (1989). Speech repetition abilities in children who differ in reading skill. Language and Speech, 32:109-122.
Brady, S., & Shankweiler, D. (Eds.) (1991). Phonological processes in literacy. Hillsdale, NJ: Erlbaum.
Brady, S., Shankweiler, D. & Mann, V. (1983). Speech perception and memory coding in relation to reading ability. Journal of Experimental Child Psychology, 35:345-367.
Bruck, M. (1992). Persistence of dyslexics' phonological awareness deficits. Developmental Psychology, 28:874-886.
Bruck, M. & Treiman, R. (1990). Phonological awareness and spelliing in normal children and dyslexics: The case of initial consonant clusters. Journal of Experimental Child Psychology. 50:156-178.
Byrne, B. 1981. Deficient syntactic control in poor readers: Is a weak phonetic memory code responsible? Applied Psycholinguistics 2:201-12.
Byrne, B., and Ledez, J. 1983. Phonological awareness in reading-disabled adults. Australian Journal of Psychology 35:185-97.
Byrne, B. (1991). Experimental analysis of child's discovery of the alphabetic principle, Pp. 75-84 in L. Rieben & C. A. Perfetti (Eds), Learning to read: Basic research and its implications. Hillsdale: Erlbaum.
Byrne, B. & Fiedling-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology, 81:313-321.
____________, (1993). Evaluation of a program to teach phonemic awareness to young children: A 1-year follow-up. Journal of Educational Psychology, 85:104-11.
Byrne, B., Freebody, P. & Gates, A. (1992). Longitudinal data on the relations of word-reading strategies to comprehension, reading time, and phonemic awareness. Reading Research Quarterly, 27: 141-151.
Browman, C.P. and Goldstein, L.M. 1985 Dynamic modeling of phenetic structure. In Phonetic Linguistics, ed. V. Fromkin. New York: Academic Press.
Catts, H.W. 1986. Speech production/phonological deficits in reading disordered children. Journal of Learning Disabilities 19(8): 504-8.
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Chall, J.S. (1992). The new reading debates: Evidence from science, art, and ideology. Teachers College Record, 94:315-328.
Chard, D.J., Simmons, D.C., & Kameenui, E.J. (1995). Understanding the primary role of word recognition in the reading process: Synthesis of research on beginning reading. (Tech. Rep. No. 15). Eugene, OR: University of Oregon, National Center to Improve the Tools of Educators.
Coltheart, V. & Leahy, J. (1992). Children's and adults' reading of nonwords: Effects of regularity and consistency. Journal of Experimental Psychology: Learning Memory and Cognition, 18:183-196.
Content, A., Morais, J., Alegria, J., and Bertelson, P. 1982. Accelerating the development of phonetic segmentation skills in kindergarteners. Cahiers de psychologie cognitive 2: 259-69.
Cossu, G. , Shankweiler, D., Liberman, I.Y., Tola, G., and Katz. L. 1988. Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics 9:1-16.
Crain, Stephen (1991) pp. 133 in Phonology and Reading Disability: Solving the Reading Puzzle, D. Shankweiler and Isabelle Liberman (Eds.) International Academy for Research, Ann Arbor: University of Michigan Press.
Cunningham, A.E. (1990) Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50:429-444.
Cunningham, A.E., & Stanovich, K.E. (1993). Children's literacy environments and early word recognition skills. Reading and Writing: An Interdisciplinary Journal, 5: 193-204.
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Ehri, L.C. (1985). Effects of printed language acquisition on speech. Pp. 333-367 in D. Olsen, N. Torrance & A. Hildyard (Eds), Literacy, Language, and Learning. Cambridge: Cambridge University Press.
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_________, (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. Pp. 107-143 in P.B. Gough, L.. C. Ehri & R. Treiman (Eds.) Reading Acquisition. Hillsdale, NJ: Erlbaum.
Felton, R.H. (1993). Effects of instruction on the decoding skills of children with phonological-processing problems. Journal of Learning Disabilities, 26, 583-589.
Fletcher, J.M., Shaywitz, S.E., Shankweiler,D., Katz, L., Liberman, I., Stuebing, K., Francis, D.J., Fowler, A. & Shaywitz, B.A. (1994). Cognitive profiles of reading disabillity: Comparisons of discrepancy and low achievement definitions. Journal of Educational Psychology, 86: 6-23.
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Foorman, B.R., Francis, D.J., Novy, D.M. & Liberman, D. (1991). How letter-sound instruction mediates progress in first-grade reading and spelling. Journal of Educational Psychology 83: 456-469.
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Goswami, U. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56: 443-475.
Goswami, U. & Bryant, P. (1990). Phonological skills and learning to read. Hove, England: Lawrence Erlbaum.
Gough, P.B. (1993). The beginning of decoding. Reading and Writing: An Interdisciplinary Journal, 5:181-192.
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Gough, P.B. & Hillinger, M.L. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30: 171-176.
Gough, P.B., Juel, C. & Roper-Schneider, D. (1983). Code and ciper: A two-stage conception of initial reading acquisition. Pp. 207-210 in J. A. Niles & L.A. Harris (Eds.), Searches for meaning in reading language processing and interaction: 32nd yearbook of the National Reading Conference. Rochester, NY: National Reading Conference.
Gough, P.B. & Walsh, M.A. (1991). Chinese, Phoenicians, and the orthographic cipher of English. In S. Brady & D. Shankweiler (Eds.), Phonological process in literacy, Hillsdale, NJ: Erlbaum.
Gough, P.B. & Wren, S. (1998). The Decomposition of Decoding. Pp. 19 in Reading Spelling: Development and Disorders, C.Hulme and R.M. Joshi (Eds.) Mahwah, NJ: Erlbaum
Hansen, J. & Bowey, J.A. (1994). Phonological analysis skills, verbal working memory, and reading ability in second-grade children. Child Development, 65: 938-950.
Hasbrouck, J.E., U Tindal, G. (1992). Curriculum-based oral reading fluency norms for students in grades 2 through 5. Teaching Exceptional Children, 24: 41-44.
Haskell, D. W., Foorman, B.R., & Swank, P.R. (1992). Effects of three orthographic/jphonological units on first-grade reading. Remedial and Special Education, 13, 40-49.
Hatcher, P., Hulme, C. & Ellis, A.W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological linkage hypothesis. Child Development, 65: 41-57.
Holligan, C. & Johnston, R.S. (1988). The use of phonological information by good and poor readers in memory and reading tasks. Memory & Cognition. 16: 522-532.
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Jared, D. & Seidenberg, M.S. (1991). Does word identification proceed from spelling to sound to meaning? Journal of Experimental Psychology: General, 120: 358-394.
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Juel, C. (1994) Learning to read and write in one elementary school. New York: Springer-Verlag.
Katz, R.B., Shankweiler, D., and Liberman, I.Y. 1981. Memory for item order and phonetic recoding in the beginning reader. Journal of Experimental Child Psychology 32:474-84.
Katz, R.B. 1986. Phonological deficiencies in children with reading disability: Evidence from an object-naming task. Cognition 22:225-57.
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