Adams, M. (1990). Beginning to read. Cambridge, MA: Harvard University Press.

   Allington, R.L. & McGill-Frazen, A. (1994). Reading and the mildly handicapped. International Encyclopedia of Education, Oxford, U.K.: Pergamon.

   Ball, E.W., & Blackman, B.A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 24, 49-66.Bear, D. R., Invernizzi, M., Johnston, F. (2000). Words their way: Word study for phonics, vocabulary, and spelling instruction. New Jersey: Prentice-Hall.

   Bradley, L., & Bryant (1983).  Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.

   Clay, M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.

   Cunningham, P. (2000). Phonics they use: Words for reading and writing. NY: Longman.

   Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250-287.  

   Elden-Smith, P.J. (1997). How no brown cow: Phoneme awareness activities for collaborative classrooms. Intervention in School & Clinic, 33, 103-111.

   Ericson, L., & Juliebo, M.F. (1998). The phonological awareness handbook for kindergarten and primary teachers. Delaware: International Reading Association.

   Gunning, T.G. (2001) Building words: A resource manual for teaching word analysis and spelling strategies. Boston: Allyn & Bacon.

   Nation, K., & Hulme, C. (1997).  Phonemic segmentation, not onset-rime segmentation, predicts early reading and spelling skills. Reading Research Quarterly, 32, 154-167.

   O’Shaughnessy, T.E., & Swanson, H.L. (2000). A comparison of two reading interventions for children with reading disabilities. Journal of Learning Disabilities, 33, 257-277.

   Perfetti, C. (1985). Reading ability. NY: Oxford University Press.

   Pressley, M. (1998). Reading instruction that works: The case for balanced teaching. NY: Guilford Press.

   Snider, V.A. (1995). A primer on phonemic awareness: What it is, why it’s important, and how to teach it. School Psychology Review, 24, 443-456.

   Snider, V. E. (1997). The relationship between phonemic awareness and later reading achievement. Journal of Educational Research, 90, 203-210.

   Stahl, S., & Murray, B. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational  Psychology, 86, 221-234.

   Wagner, R.K., Torgesen, JX., 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.

   Wilson, R., Hall, M., Leu, D., & Kinzer, C. (2001). Phonics, phonemic awareness, and word analysis for teachers: An interactive Tutorial (7^th ed.). Columbus, OH: Merrill Prentice Hall.

   Yopp, H., & Yopp, R. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54, 2, 130-143.

[Understanding SBRR] [The Consortium] [Phonemic Awareness] [Related Readings] [Suggested Resources] [Activities] [Phonics] [Fluency] [Vocabulary] [Comprehension]