Bialystok, E., & Ryan, E. B. (1985). Toward a definition of metalinguistic skill. Merrill-Palmer Quarterly, 31, 229–251.
Bowey, J. A. (1986a). Syntactic awareness and verbal performance from preschool to fifth grade. Journal of Psycholinguistic Research, 15, 285–308.
Bowey, J. A. (1986b). Syntactic awareness in relation to reading skill and ongoing reading comprehension monitoring. Journal of Experimental Child Psychology, 41, 282–299.
Bowey, J. A. (1988). Metalinguistic functioning in children. Geelong, Australia: Deakin University Press.
Bowey, J. A. (1980). Unpublished data.
Bradley, L. (1980). Assessing reading difficulties: A diagnostic and remedial approach. London: Macmillan.
Bradley, L., & Bryant, P. E. (1978). Difficulties in auditory organization as a possible cause of reading backwardness. Nature, 271, 746–747.
Bradley, L., (1983). Categorizing sounds and learning to read – a causal connection. Nature, 301, 419–421.
Brown, R. (1973). A first language. Cambridge, MA: MIT Press.
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.
Cohen, J., & Cohen, P. (1975). Applied multiple regression/correlational analysis for the behavioral sciences. Hillsdale, NJ: Erlbaum.
Dunn, L. M., & Dunn, L. M. (1981). Peabody Picture Vocabulary Test (3rd ed.). Circle Pines, MN: American Guidance Service.
Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers' conceptualization of the phonemic structure of words. Applied Psycholinguistics, 1, 371–385.
Hakes, D. T. (in collaboration with Evans, J. S. & Tunmer, W. E.). (1980). The development of metalinguistic abilities in children. New York: Springer-Verlag.
Hirsh-Pasek, K., Gleitman, L. R., & Gleitman, H. (1978). What did the brain say to the mind? A study of the detection and report of ambiguity by young children. In Sinclair, A., Jarvella, R. J. & Levelt, W. J. M. (Eds.), The child's conception of language (pp. 97–132). New York: Springer-Verlag.
Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243–255.
Liberman, I., Liberman, A., Mattingly, I., & Shankweiler, D. (1980). Orthography and the beginning reader. In Kavanagh, J. F. & Venezky, R. L. (Eds.), Orthography, reading, and dyslexia (pp. 137–153). Baltimore, MD: University Park Press.
Lundberg, I., Olofsson, A., & Wall, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159–173.
Maclean, M., Bryant, P., & Bradley, L. (1987). Rhymes, nursery rhymes, and reading in early childhood. Merrill-Palmer Quarterly, 33, 255–281.
Mann, V. A. (1986). Phonological awareness: The role of reading experience. Cognition, 10, 65–92.
Menyuk, P. (1963). A preliminary evaluation of grammatical capacity in children. Journal of Verbal Learning and Verbal Behavior, 2, 429–439.
Menyuk, P. (1969). Sentences children use. Cambridge, MA: MIT Press.
Morais, J., Alegria, J., & Content, A. (1987). The relationships between segmental analysis and alphabetic literacy: An interactive view. European Journal of Cognitive Psychology, 7, in press.
Morais, J., Gary, L., Alegria, J., & Bertelson, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323–331.
Morais, J., Cluytens, M., & Alegria, J. (1984). Segmentation abilities of dyslexies and normal readers. Perceptual and Motor Skills, 58, 221–222.
Newcomer, P. L., & Hammill, D. D. (1982). Test of Language Development-Primary. Austin, TX: Services for Professional Educators.
Read, C., Zhang, Y.-N., Nie, H.-Y., & Ding, B.-Q. (1986). The ability to manipulate speech sounds depends on knowing alphabetic writing. Cognition, 24, 31–44.
Rogers, S. (1978). Self-initiated corrections in the speech of infant-school children. Journal of Child Language, 5, 365–371.
Ryan, E. B., & Ledger, G. W. (1979). Grammatically judgments, sentence repetitions, and sentence corrections of children learning to read. International Journal of Psycholinguistics, 6, 23–40.
Smith, C. L., & Tager-Flusberg, H. (1982). Metalinguistic awareness and language development. Journal of Experimental Child Psychology, 34, 449–468.
Stanovich, K. E., Cunningham, A. E., & Feeman, D. J. (1984). Intelligence, cognitive skills, and early reading progress. Reading Research Quarterly, 19, 278–303.
Tunmer, W. E., & Bowey, J. A. (1984). Metalinguistic awareness and reading acquisition. In Tunmer, W. E., Pratt, C., & Herriman, M. L. (Eds.), Language awareness in children: Theory, research and implications. (pp. 144–168). New York: Springer-Verlag.
Tunmer, W. E., & Herriman, A. Y. (1984). The development of metalinguistic awareness: A conceptual overview. In Tunmer, W. E., Pratt, C., & Herriman, M. L. (Eds.), Language awareness in children: Theory, research and implications (pp. 12–35). New York: Springer-Verlag.
Velleman, P. F., & Velleman, A. Y. (1985). The data desk handbook. Ithaca, NY: Data Description.
Vellutino, F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33, 321–363.
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, 92–212.
Weaver, P. A. (1979). Improving reading comprehension: Effects of sentence organization instruction. Reading Research Quarterly, 15, 130–146.
Williams, J. P. (1980). Teaching decoding with an emphasis on phoneme analysis and phoneme blending. Journal of Educational Psychology, 72, 1–15.
Willows, D. M., & Ryan, E. B. (1986). The development of grammatical sensitivity and its relationship to early reading achievement. Reading Research Quarterly, 21, 253–266.
Woodcock, R. W. (1973). Woodcock Reading Mastery tests. Circle Pines, MN: American Guidance Service.