Phonemic awareness and beginning reading and writing

Journal of Research in Childhood Education

Volumn 17, Issue 1, 2002, Pages 38-46

  Kamii, Constance ^a   Manning, Maryann ^a  

^a UNIVERSITY OF ALABAMA AT BIRMINGHAM   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85008758060     PISSN: 02568543     EISSN: 21502641     Source Type: Journal    
DOI: 10.1080/02568540209594997     Document Type: Article

References (17)

1. Adams, M. J., Foorman, B. R, Lundberg, I., & Beeler, T. (1998a). The elusive phoneme. American Educator, 22(1 & 2), 18-29.
2. Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998b). Phonemic awareness in young children: A classroom curriculum. Baltimore: Paul H. Brookes.
3. Chomsky, C. (1971). Write first, read later. Childhood Education, 47, 296-299.
4. Chomsky, C. (1979). Approaching reading through invented spelling. In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice of early readers (pp. 43-65). Hillsdale, NJ: Erlbaum.
5. Ferreiro, E., & Tteberosky, A (1982). Literacy before schooling (K Goodman Castro, Trans.). Exeter, NH: Heinemann. (Original work published 1979)
6. Goodman, K (1993). Phonics phacs. Portsmouth, NH: Heinemann.
7. Goswami, U. (2000). Phonological and lexical processes. In M. L. Kamil, P B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, Vol. III (pp. 251-267). Mahwah, NJ: Erlbaum.
8. Kamii, C., Long, R., & Manning, M. (2001). Kinder-gartners’ development toward “invented” spelling and a glottographic theory. Linguistics and Education, 12,195-210.
9. Kamii, C., & Manning, M. (1999). Before “invented” spelling: Kindergartners’awareness that writing is related to the sounds of speech. Journal of Research in Childhood Education, 14,16-25.
10. Kamii, C., Long, R., Manning, M., & Manning, G. (1990). Spelling in kindergarten: A constructivist analysis comparing Spanish-speaking and English-speaking children. Journal of Research in Childhood Education, 4, 91-97.
11. Iiberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler, & I. Y. Liberman, (Eds.), Phonology and reading disability: Solving the reading puzzle (pp. 1-22). Ann Arbor, MI: University of Michigan Press.
12. Lundberg, I., Frost, J., & Peterson, O. (1988). Effects of an extensive program for stimulating phonological awareness in pre-school children. Reading Research Quarterly, 23, 263-284.
13. Siegel, S., & Castellan, N. J., Jr. (1988). Nonpara-metric statistics for the behavioral sciences. New York: McGraw-Hill.
14. Stanovich, K E. (1993). Romance and reality. The Reading Thacher, 47, 280-291.
15. Tbrgesen, J. K (1998). Catch them before they fall. American Educator, 22(1 & 2), 32-39.
16. Vernon, S. A., & Ferreiro, E. (1999). Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Review, 69,395-415.
17. Wagner, R. K., Tbrgesen, J. K, Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997). Changing causal relations between phonological processing abilities and word-level reading as children develop from beginning to fluent readers: A five-year longitudinal study. Developmental Psychology, 33,468-479.