Phonemic Awareness Reading List

  • Adams, M. J. (1990). Learning to reading: Thinking and learning about print. Cambridge, MA: MIT Press.
  • Ball, E. W., & Blachman, B. A. (1988). Phonemic segmentation training. Effect on reading readiness. Annals of Dyslexia, 38, 208-225.
  • Ball, E. W., & Blachman, B. A. (1991). Does phonemic awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26(1), 46-66.
  • Blachman, B. (1987). An alternative classroom reading program for learning disabled and other low-achieving children. In W. Ellis (Ed.) Intimacy with language: A forgotten basic in teacher education. Baltimore: The Orton Dyslexia Society.
  • Blachman, B. (1991). Phonological awareness: Implications for pre-reading and early reading instruction. In S. Brady and D. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Blachman, B. (Ed.). (1997). Foundations of reading acquisition and dyslexia: Implications for early intervention. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 30, 419-421.
  • Brady, S., Fowler, A., Stone, B., & Winbury, N. (1994). Training phonological awareness: An inner-city intervention project. Annals of Dyslexia, 44, 26-59.
  • Bryne, B., & Fielding-Barnsley, R. (1995). Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. Journal of Educational Psychology, 85, 1-5.
  • Foorman, B. R., Francis, D. J., Shaywitz, S. E., Shaywitz, B. A., & Fletcher, J. M. (1998). The case for early reading intervention. In B. Blachman (Ed.), Foundations of reading acquisitions. Mahwah, NJ: Erlbaum.
  • Liberman, I. Y. (1973). Segmentation of the spoken word. Bulletin of the Orton Society 23:65-77.
  • Liberman, I. Y., Shanweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
  • Lyon, G. R. (1995). Toward a definition of dyslexia. Annals of Dyslexia, 45, 3-27.
  • National Institutes of Health (2000). Report of the National Reading Panel: Teaching children to read (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
  • Nicholson, T. (1997). Closing the gap on reading failure: Social background, phonemic awareness, and learning to read. In B. Blachman (Ed.), Foundations of reading Acquisition and dyslexia (pp.381-407). Mahwah, NJ: Lawrence Erlbaum.
  • Perfetti, C. A., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first-grade children. Merrill-Palmer Quarterly, 33: 282-319.
  • Rack J., Hulme, C., Snowling, M., & Wightman, J. (1994). The role of phonology in young children learning to read words: The direct mapping hypothesis. Journal of Experimental Child Psychology, 57, 42-71.
  • Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  • Stanovich, K. E. (1986). Matthew effect in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
  • Uhry, J. K (1995). Predicting reading from phonological awareness and classroom print: An early reading screening. Educational Assessment, 1, 349-368.
  • Yopp, H. K. (1995). A test for assessing phonemic awareness in young children. The Reading Teacher, 49, 20-29.