Article published In:
Written Language & Literacy
Vol. 23:1 (2020) ► pp.109128
Anthony, J. L., Lonigan, C. J., Driscoll, K., Phillips, B. M., & Burgess, S. R.
(2003) Phonological sensitivity: A quasi-parallel progression of word structure units and cognitive operations. Reading Research Quarterly, 38(4), 470–487. DOI logoGoogle Scholar
Bialystok, E.
(2001) Bilingualism in development: Language, literacy, and cognition. Cambridge, England: Cambridge University Press. DOI logoGoogle Scholar
Bialystok, E., Majumder, S., & Martin, M. M.
(2003) Developing phonological awareness: Is there a bilingual advantage?. Applied Psycholinguistics, 24(1), 27–44. DOI logoGoogle Scholar
Bialystok, E.
(2007) Language acquisition and bilingualism: Consequences for a multilingual society. Applied Psycholinguistics, 28(3), 393–397. DOI logoGoogle Scholar
Boets, B., Wouters, J., Van Wieringen, A., De Smedt, B., & Ghesquiere, P.
(2008) Modelling relations between sensory processing, speech perception, orthographic and phonological ability, and literacy achievement. Brain and Language, 106(1), 29–40. DOI logoGoogle Scholar
Brown, C.
(2000) The interrelation between speech perception and phonological acquisition from infant to adult. Second Language Acquisition and Linguistic Theory, 11, 4–64.Google Scholar
Castles, A., & Coltheart, M.
(2004) Is there a causal link from phonological awareness to success in learning to read?. Cognition, 91(1), 77–111. DOI logoGoogle Scholar
Chen, X., Anderson, R. C., Li, W., Hao, M., Wu, X., & Shu, H.
(2004) Phonological awareness of bilingual and monolingual Chinese children. Journal of Educational Psychology, 96(1), 142–151. DOI logoGoogle Scholar
Chen, X., Xu, F., Nguyen, T. K., Hong, G., & Wang, Y.
(2010) Effects of cross-language transfer on first-language phonological awareness and literacy skills in Chinese children receiving English instruction. Journal of Educational Psychology, 102(3), 712–728. DOI logoGoogle Scholar
Chiappe, P., Glaeser, B., & Ferko, D.
(2007) Speech perception, vocabulary, and the development of reading skills in English among Korean-and English-speaking children. Journal of Educational Psychology, 99(1), 154–166. DOI logoGoogle Scholar
Cisero, C. A., & Royer, J. M.
(1995) The development and cross-language transfer of phonological awareness. Contemporary Educational Psychology, 20(3), 275–303. DOI logoGoogle Scholar
Cummins, J.
(1979) Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251. DOI logoGoogle Scholar
(1991) Interdependence of first-and second-language proficiency in bilingual children. Language Processing in Bilingual Children, 70–89. Cambridge, England: Cambridge university press. DOI logoGoogle Scholar
de Jong, P. F., & van der Leij, A.
(2002) Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 51–77. DOI logoGoogle Scholar
de Graaff, S., Hasselman, F., Verhoeven, L., & Bosman, A. M.
(2011) Phonemic awareness in Dutch kindergartners: Effects of task, phoneme position, and phoneme class. Learning and Instruction, 21(1), 163–173. DOI logoGoogle Scholar
Dunn, L. M., Dunn, L. M., & Schlichting, J. E. P. T.
(2005) Peabody picture vocabulary test-III-NL. Amsterdam: Harcourt Test Publishers.Google Scholar
Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J.
(1993) Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85(3), 453–465. DOI logoGoogle Scholar
Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P., Snow, C., August, D., & Calderón, M.
(2007) The role of home literacy and language environment on bilinguals’ English and Spanish vocabulary development. Applied Psycholinguistics, 28(1), 171–190. DOI logoGoogle Scholar
Elbro, C.
(1996) Early linguistic abilities and reading development: A review and a hypothesis. Reading and Writing, 8(6), 453–485. DOI logoGoogle Scholar
Elbro, C., & Pallesen, B. R.
(2002) The quality of phonological representations and phonological awareness: A causal link. Precursors of Functional Literacy, 111, 17–31. DOI logoGoogle Scholar
Furnes, B., & Samuelsson, S.
(2009) Preschool cognitive and language skills predicting Kindergarten and Grade 1 reading and spelling: a cross-linguistic comparison. Journal of Research in Reading, 32(3), 275–292. DOI logoGoogle Scholar
Goswami, U.
(1993) Phonological skills and learning to read. Annals of the New York Academy of Sciences, 682(1), 296–311. DOI logoGoogle Scholar
Gottardo, A., Yan, B., Siegel, L. S., & Wade-Woolley, L.
(2001) Factors related to English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93(3), 530–542. DOI logoGoogle Scholar
Hayes, A. F.
(2017) Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Publications.Google Scholar
Janssen, M., Bosman, A. M., & Leseman, P. P.
(2013) Phoneme awareness, vocabulary and word decoding in monolingual and bilingual Dutch children. Journal of Research in Reading, 36(1), 1–13. DOI logoGoogle Scholar
Janssen, C., Segers, E., McQueen, J. M., & Verhoeven, L.
(2015) Lexical specificity training effects in second language learners. Language Learning, 65(2), 358–389. DOI logoGoogle Scholar
Janssen, C., Segers, E., Mcqueen, J. M., & Verhoeven, L.
(2017) Transfer from implicit to explicit phonological abilities in first and second language learners. Bilingualism: Language and Cognition, 20(4), 795–812. DOI logoGoogle Scholar
Jones, G.
(2016) The influence of children’s exposure to language from two to six years: The case of nonword repetition. Cognition, 1531, 79–88. DOI logoGoogle Scholar
Kuhl, P. K.
(2004) Early language acquisition: cracking the speech code. Nature Reviews Neuroscience, 5(11), 831–843. DOI logoGoogle Scholar
Li, C. N., & Thompson, S. A.
(1989) Mandarin Chinese: A functional reference grammar. Oakland, California: Univ of California Press.Google Scholar
Marinova-Todd, S. H., Zhao, J., & Bernhardt, M.
(2010) Phonological awareness skills in the two languages of Mandarin–English bilingual children. Clinical Linguistics & Phonetics, 24(4–5), 387–400. DOI logoGoogle Scholar
McBride–Chang, C., & Kail, R. V.
(2002) Cross–cultural similarities in the predictors of reading acquisition. Child Development, 73(5), 1392–1407. DOI logoGoogle Scholar
Merriman, W. E., & Kutlesic, V.
(1993) Bilingual and monolingual children’s use of two lexical acquisition heuristics. Applied Psycholinguistics, 14(2), 229–249. DOI logoGoogle Scholar
Metsala, J. L., & Walley, A. C.
(1998) Spoken vocabulary growth and the segmental restructuring of lexical representations: Precursors to phonemic awareness and early reading ability. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 89–120). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.Google Scholar
Mills, D. L., Prat, C., Zangl, R., Stager, C. L., Neville, H. J., & Werker, J. F.
(2004) Language experience and the organization of brain activity to phonetically similar words: ERP evidence from 14-and 20-month-olds. Journal of Cognitive Neuroscience, 16(8), 1452–1464. DOI logoGoogle Scholar
Nathan, L., Stackhouse, J., Goulandris, N., & Snowling, M. J.
(2004) The development of early literacy skills among children with speech difficulties. Journal of Speech, Language, and Hearing Research. DOI logoGoogle Scholar
Patel, T. K., Snowling, M. J., & de Jong, P. F.
(2004) A cross-linguistic comparison of children learning to read in English and Dutch. Journal of Educational Psychology, 96(4), 785–797. DOI logoGoogle Scholar
Randazzo, M., Greenspon, E. B., Booth, J. R., & McNorgan, C.
(2019) Children with reading difficulty rely on unimodal neural processing for phonemic awareness. Frontiers in Human Neuroscience, 131. DOI logoGoogle Scholar
Saiegh-Haddad, E., & Geva, E.
(2008) Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. DOI logoGoogle Scholar
Saiegh-Haddad, E.
(2017) What is phonological awareness in L2?. Journal of Neurolinguistics, 501,17–27. DOI logoGoogle Scholar
Schaars, M. M., Segers, E., & Verhoeven, L.
(2017) Word decoding development during phonics instruction in children at risk for dyslexia. Dyslexia, 23(2), 141–160. DOI logoGoogle Scholar
Scheele, A. F., Leseman, P. P., & Mayo, A. Y.
(2010) The home language environment of monolingual and bilingual children and their language proficiency. Applied Psycholinguistics, 31(1), 117–140. DOI logoGoogle Scholar
Schmitt, B. H., Pan, Y., & Tavassoli, N. T.
(1994) Language and consumer memory: The impact of linguistic differences between Chinese and English. Journal of Consumer Research, 21(3), 419–431. DOI logoGoogle Scholar
Sénéchal, M., Ouellette, G., & Rodney, D.
(2006) The misunderstood giant: On the predictive role of early vocabulary to future reading. Handbook of Early Literacy Research, 21, 173–182.Google Scholar
Shu, H., Peng, H., & McBride-Chang, C.
(2008) Phonological awareness in young Chinese children. Developmental Science, 11(1), 171–181. DOI logoGoogle Scholar
Siok, W. T., & Fletcher, P.
(2001) The role of phonological awareness and visual-orthographic skills in Chinese reading acquisition. Developmental Psychology, 37(6), 886–899. DOI logoGoogle Scholar
Stahl, S. A., & Murray, B. A.
(1994) Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86(2), 221–234. DOI logoGoogle Scholar
Studdert-Kennedy, M.
(2002) Deficits in phoneme awareness do not arise from failures in rapid auditory processing. Reading and Writing, 15(1–2), 5–14. DOI logoGoogle Scholar
Sutherland, D., & Gillon, G. T.
(2007) Development of phonological representations and phonological awareness in children with speech impairment. International Journal of Language & Communication Disorders, 42(2), 229–250. DOI logoGoogle Scholar
Swan, D., & Goswami, U.
(1997) Phonological awareness deficits in developmental dyslexia and the phonological representations hypothesis. Journal of Experimental Child Psychology, 66(1), 18–41. DOI logoGoogle Scholar
Swingley, D.
(2009) Contributions of infant word learning to language development. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1536), 3617–3632. DOI logoGoogle Scholar
Taylor, I., & Taylor, M. M.
(2014) Writing and literacy in Chinese, Korean and Japanese: Revised edition (Vol. 141). Amsterdam: John Benjamins Publishing Company.Google Scholar
Treiman, R., & Zukowski, A.
(1991) Levels of phonological awareness. Phonological processes in literacy: A tribute to Isabelle Y. Liberman, (pp. 67–83). United Kingdom: Taylor & Francis.Google Scholar
van Goch, M. M., McQueen, J. M., & Verhoeven, L.
(2014) Learning phonologically specific new words fosters rhyme awareness in Dutch preliterate children. Scientific Studies of Reading, 18(3), 155–172. DOI logoGoogle Scholar
Verhoeven, L., & Van Kuyk, J. J.
(1991) Peiling van conceptuele en metalinguïstische kennis bij de aanvang van het basisonderwijs [Assessment of conceptual and metalinguistic knowledge at the entrance of kindergarten]. Pedagogische Studiën, 68(9), 415–425.Google Scholar
Verhoeven, L., Extra, G., Konak, O., Narain, G., & Zerrouk, R.
(1995) Toets tweetaligheid. Handleiding, platenboek, leerlingenboeken Turks-Nederlands, Marokkaans Arabisch-Nederlands en Papiamentu-Nederlands [Test bilingualism. Manual, record book, student books Turkish-Dutch, Moroccan Arabic-Dutch and Papiamentu-Dutch]. Arnhem: Cito.Google Scholar
Verhoeven, L.
(2000) Components in early second language reading and spelling. Scientific Studies of Reading, 4(4), 313–330. DOI logoGoogle Scholar
Verhoeven, L., & Vermeer, A.
(2001) Taaltoets Alle Kinderen [Language proficiency test for all children]. Arnhem: Cito.Google Scholar
Verhoeven, L.
(2007) Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28(3), 425–439. DOI logoGoogle Scholar
Vihman, M. M.
(2017) Learning words and learning sounds: Advances in language development. British Journal of Psychology, 108(1), 1–27. DOI logoGoogle Scholar
Vloedgraven, J. M., & Verhoeven, L.
(2007) Screening of phonological awareness in the early elementary grades: An IRT approach. Annals of Dyslexia, 57(1), 33–50. DOI logoGoogle Scholar
Vloedgraven, J., & Verhoeven, L.
(2009) The nature of phonological awareness throughout the elementary grades: An item response theory perspective. Learning and Individual Differences, 19(2), 161–169. DOI logoGoogle Scholar
Walley, A. C., Metsala, J. L., & Garlock, V. M.
(2003) Spoken vocabulary growth: Its role in the development of phoneme awareness and early reading ability. Reading and Writing, 16(1–2), 5–20. DOI logoGoogle Scholar
Ziegler, J. C., & Goswami, U.
(2005) Reading acquisition, developmental dyslexia, and skilled reading across languages: a psycholinguistic grain size theory. Psychological Bulletin, 131(1), 3–29. DOI logoGoogle Scholar