Alegria, J., Pignot, E., & Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory & Cognition, 10, 451–456.
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read-a causal connection. Nature, 301, 419–421.
Carlino-Bandinelli, A. (1984). Cominciamo 1°,2°. Istituto Geographico De Agostini, Novara.
Carlson, R., Elenius, K., Granström, C., & Hunnicutt, S. (1985). Phonetic and orthographic properties of the basic vocabulary of five European languages. Quarterly Report, (KTH Speech Transmission Laboratory). 1, 63–94.
de Manrique, A. M. B., & Gramigna, S. (1984). La segmentacion fonologica y silabica en ninos de prescolar y primero grado. [Phonologic and syllabic segmentation in preschool and first grade children.] Lectura y Vida, 5, 4–13.
Fox, B., & Routh, D. K. (1975). Analyzing spoken language into words, syllables, and phonemes: A developmental study. Journal of Psycholinguistic Research, 4, 331–342.
Klima, E. S. (1972). How alphabets might reflect language. In Kavanagh, J. F. & Mattingly, I. G. (Eds.), Language by ear and by eye. Cambridge, MA: MIT Press.
Liberman, I. Y. (1971). Basic research in speech and lateralization of language: Some implications for reading disability. Bulletin of the Orton Society, 21, 71–87.
Liberman, I. Y. (1973). Segmentation of the spoken word and reading acquisition. Bulletin of the Orton Society, 23, 65–77.
Liberman, I. Y., Liberman, A. M., Mattingly, I. G., & Shankweiler, D. (1980). Orthography and the beginning reader. In Kavanagh, J. F. & Venezky, R. L. (Eds.), Orthography, reading, and dyslexia. Baltimore, MD: University Park Press.
Liberman, I. Y., Rubin, H., Duques, S., & Carlisle, J. (1985). Linguistic abilities and spelling proficiency in kindergarteners and adult poor spellers. In Gray, D. B., & Kavanagh, J. F., (Eds.) Biobehavioral measures of dyslexia. Parkton, MD: York Press.
Liberman, I. Y., & Shankweiler, D. (1979). Speech, the alphabet and teaching to read. In Resnick, L. & Weaver, P. (Eds.), Theory and practice of early reading (Vol. 2, pp. 109–132). Hillsdale, NJ: Erlbaum.
Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–212.
Lindgren, S. D., De Renzi, E., & Richman, L. C. (1985). Cross-national comparisons of developmental dyslexia in Italy and the United States. Child Development, 56, 1404–1417.
Morais, J., Cary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phonemes arise spontaneously? Cognition, 7, 323–331.
Ognjenović, V., Lukatela, G., Feldman, L. B., & Turvey, M. T. (1983). Misreadings by beginning readers of Serbo-Croatian. Quarterly Journal of Experimental Psychology, 35A, 97–109.
Olofsson, A. (1985). Phonemic awareness and learning to read. A longitudinal and quasi-experimental study. Unpublished doctoral dissertation, Umea University (Sweden).
Read, C., Zhang, Y., Nie, H., & Ding, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic spelling. Cognition, 24, 31–44.
Stanovich, K. E. (1982). Toward an interactive compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, 16, 32–71.
Treiman, R. A., & Baron, J. (1981). Segmental analysis ability: Development and relation to reading ability. In MacKinnon, G. E. & Waller, T. G. (Eds.), Reading research: Advances in theory and practice (Vol. 3). New York: Academic.
Vellutino, F. R. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.
Wagner, R. R., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.