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. 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.
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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.
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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.
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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.
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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.
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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.
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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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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.
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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
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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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