Do Levels of Pre-School Alphabetic Tuition Affect the Development of Phonological Awareness and Early Literacy?

Educational Psychology

Volumn 24, Issue 1, 2004, Pages 3-11

  Wood, Clare ^a  

^a OPEN UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0842325080     PISSN: 01443410     EISSN: None     Source Type: Journal    
DOI: 10.1080/0144341032000146403     Document Type: Review

References (24)

1. Adams, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
2. Alegria, J., Pignot, E., & Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory and Cognition, 10, 451-456.
3. Bentin, S., Hammer, R., & Cahan, S. (1992). The effects of aging and first grade school on the development of phonological awareness. Haskins Laboratory Status Report on Speech Research, SR-109/110, 141-146.
4. Bentin, S., & Leshem, H. (1993). On the interaction between phonological awareness and reading acquisition - it's a two-way street. Annals of Dyslexia, 43, 125-148.
5. Bradley, L., & Bryant, P.E. (1978). Difficulties in auditory organisation as a possible cause of reading backwardness. Nature, 271, 746-747.
6. Bradley, L., & Bryant, P.E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
7. Bryant, P.E. (1993). Phonological aspects of learning to read. In R. Beard (Ed.), Teaching literacy, balancing perspectives. Kent: Hodder & Stoughton.
8. Goswami, U., & Bryant, P.E. (1990). Phonological skills and learning to read. Hove: Lawrence Erlbaum Associates.
9. Lundberg, I. (1991). Phonemic awareness can be developed without reading instruction. In S.A. Brady & D.P. Shankweiler (Eds.), Phonological processes in literacy (pp. 47-53). Hillsdale, NJ: Lawrence Erlbaum Associates.
10. Lundberg, I. (1994). Reading difficulties can be predicted and prevented: A Scandinavian perspective on phonological awareness and reading. In C. Hulme & M. Snowling (Eds.), Reading development and dyslexia (pp. 180-199). London: Whurr.
11. Lundberg, I., Frost, J., & Petersen, O.-P. (1988). Effects of an extensive program for stimulating phonological awareness in pre-school children. Reading Research Quarterly, 23, 264-284.
12. Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in kindergarten. Scandinavian Journal of Psychology, 21, 159-173.
13. Morais, J. (1991). Constraints on the development of phonemic awareness. In A. Brady & D.P. Shankweiler (Eds.), Phonological processes in literacy (pp. 5-27). New Jersey: Lawrence Erlbaum Associates.
14. Morais, J., & Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323-331.
15. Morais, J., & Kolinsky, R. (1995). The consequences of phonemic awareness. In B. de Gelder & J. Morals (Eds.), Speech and reading: A comparative approach (pp. 317-337). Hove: Erlbaum (UK) Taylor & Francis.
16. Read, C., Zhang, Y., Nie, H., & Ding, B. (1996). The ability to manipulate speech sounds depends on knowing alphabetic spelling. Cognition, 24, 31-44.
17. Scarborough, H.S., Ehri, L.C., Olson, R.K., & Fowler, A.E. (1998). The fate of phonemic awareness beyond the elementary school years. Scientific Studies of Reading, 2, 115-142.
18. Siegel, L.S., & Ryan, E.B. (1988). Development of grammatical sensitivity, phonological, and short-term memory in normally achieving and learning disabled children. Developmental Psychology, 24, 28-37.
19. Stahl, S.A., & Murray, B. (1998). Issues involved in defining phonological awareness and its relation to early reading. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy (pp. 65-87). Hillsdale, NJ: Lawrence Erlbaum Associates.
20. Torgesen, J.K. (2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A. Fawcett (Ed.), Dyslexia: Theory and good practice (pp. 185-202). London: Whurr.
21. Wood, C. (2002). Parent-child pre-school activities can affect the development of literacy skills. Journal of Research in Reading, 25, 241-258.
22. Wood, C., & Terrell, C. (1998a). Pre-school phonological awareness and subsequent literacy development. Educational Psychology, 18, 253-274.
23. Wood, C., & Terrell, C. (1998b). Poor readers' ability to detect speech rhythm and perceive rapid speech. British Journal of Developmental Psychology, 16, 397-413.
24. Yopp, H.K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159-177.