Allen, L., Cipielewski, J., & Stanovich, K. E. (1992). Multiple indicators of children's reading habits and attitudes: Construct validity and cognitive correlates. Journal of Educational Psychology, 84(4), 489.
Allor, J. H., & McCathren, R. B. (2003). Developing emergent literacy skills through storybook reading. Intervention in school and clinic, 39(2), 72-79.
Amirjalili, F., & Jabbari, A. A. (2018). The impact of morphological instruction on morphological awareness and reading comprehension of EFL learners. Cogent Education, 5(1), 1523975.
Anthony, J. L., & Francis, D. J. (2005). Development of phonological awareness. Current directions in psychological Science, 14(5), 255-259.
Baddeley, A. (1993). Working memory and conscious awareness. Theories of memory, 11-28.
Ball, E. W. (1993). Assessing phoneme awareness. Language, speech, and hearing services in schools, 24(3), 130-139.
Chard, D. J., & Dickson, S. V. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in school and clinic, 34(5), 261-270.
Chomsky, N. (2006). Language and mind. Cambridge University Press.
Dodur, S., & Miray, H. (2021). Inflectional Morphological Awareness, Word Reading, and Reading Comprehension of Turkish Students with Learning Disabilities. International Online Journal of Education and Teaching, 8(3), 1543-1559.
Georgiou, G. K., Parrila, R., Kirby, J. R., & Stephenson, K. (2008). Rapid naming components and their relationship with phonological awareness, orthographic knowledge, speed of processing, and different reading outcomes. Scientific Studies of Reading, 12(4), 325-350.
Høien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. K. (1995). Components of phonological awareness. Reading and writing, 7(2), 171-188.
Jerger, M. A. (1996). Phoneme awareness and the role of the educator. Intervention in School and Clinic, 32(1), 5-13.
Kuo, L. J., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational psychologist, 41(3), 161-180.
Landerl, K., Freudenthaler, H. H., Heene, M., De Jong, P. F., Desrochers, A., Manolitsis, G., & Georgiou, G. K. (2019). Phonological awareness and rapid automatized naming as longitudinal predictors of reading in five alphabetic orthographies with varying degrees of consistency. Scientific Studies of Reading, 23(3), 220-234.
Majorano, M., Ferrari, R., Bertelli, B., Persici, V., & Bastianello, T. (2021).
Talk—An Intervention Programme for Enhancing Early Literacy Skills in Preschool Children: A Pilot Study. Child Care in Practice, 1–17. https://doi.org/10.1080/13575279.2021.1929844
Manis, F. R., Doi, L. M., & Bhadha, B. (2000). Naming speed, phonological awareness, and orthographic knowledge in second graders. Journal of learning disabilities, 33(4), 325-333.
McBride-Chang, C. (1995). What is phonological awareness?. Journal of Educational Psychology, 87(2), 179.
Melesse, S., & Enyew, C. (2020). Effects of Reading Strategies on Grade One Children's Phonemic Awareness Performance. Journal of Education and Learning (EduLearn), 14(3), 385-392.
Míguez‐Álvarez, C., Cuevas‐Alonso, M., & Saavedra, Á. (2022). Relationships Between Phonological Awareness and Reading in Spanish: A Meta‐Analysis. Language Learning, 72(1), 113-157.
Nicoladis, E. (2002). What's the difference between ‘toilet paper’and ‘paper toilet’? French-English bilingual children's crosslinguistic transfer in compound nouns. Journal of child language, 29(4), 843-863.
Pufpaff, L. A. (2009). A developmental continuum of phonological sensitivity skills. Psychology in the Schools, 46(7), 679-691.
Savage, R., Pillay, V., & Melidona, S. (2008). Rapid serial naming is a unique predictor of spelling in children. Journal of learning disabilities, 41(3), 235-250.
Sodoro, J., Allinder, R. M., & Rankin-Erickson, J. L. (2002). Assessment of phonological awareness: Review of methods and tools. Educational Psychology Review, 14(3), 223-260.
Suggate, S. P. (2016). A meta-analysis of the long-term effects of phonemic awareness, phonics, fluency, and reading comprehension interventions. Journal of learning disabilities, 49(1), 77-96.
Tibi, S. (2016). Cognitive and linguistic factors of reading Arabic: the role of morphological awareness in reading (Doctoral dissertation, Queen's University (Canada)).
Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. Phonological processes in literacy: A tribute to Isabelle Y. Liberman, 67-83.
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological bulletin, 101(2), 192.
Wang, C. C. (1999). Learning to read Chinese: The roles of phonological awareness and morphological awareness. University of Illinois at Urbana-Champaign.
Wang, M., Yang, C., & Cheng, C. (2009). The contributions of phonology, orthography, and morphology in Chinese–English biliteracy acquisition. Applied Psycholinguistics, 30(2), 291-314.
Yeh, Y. F. (2010). The cross-linguistic morphological awareness transfer: The development of Chinese-speaking adolescent learners' English morphological awareness. Texas A&M University.
Zipke, M. (2008). Teaching metalinguistic awareness and reading comprehension with riddles. The Reading Teacher, 62(2), 128-137.
Zugarramurdi, C., Fernández, L., Lallier, M., Valle-Lisboa, J. C., & Carreiras, M. (2022). Mind the orthography: Revisiting the contribution of prereading phonological awareness to reading acquisition. Developmental Psychology. Advance online publication.
)
مشاهدة على SCiNiTO