Beers, J. W. (1980). Developmental strategies of spelling competence in primary school children. In Henderson, E. H. & Beers, J. W. (Eds.), Developmental and cognitive aspects of learning to spell: A reflection of word knowledge (pp. 36–45). Newark, DE: International Reading Association.
Cardoso-Martins, C., & Batista, A. C. E. (2005). O conhecimento do nome das letras e o desenvolvimento da escrita: Evidência de crianças falantes do Português [Letter-name knowledge and the development of spelling skills: Evidence from Portuguese-speaking children]. Psicologia: Reflexão e Crítica, 18, 330–336.
Chall, J. S. (1967). Learning to read: The great debate. New York: McGraw-Hill.
Corrêa, M. F., Cardoso-Martins, C., Lemos, L. S., & Souza, R. F. N. (2003, October). O papel do conhecimento das letras na aquisição da leitura e da escrita [The role of letter knowledge in reading and spelling acquisition]. Poster presented at the annual meeting of the Sociedade Brasileira de Psicologia, Belo Horizonte, Brazil.
Durrell, D. D. (1980). Letter-name values in reading and spelling. Reading Research Quarterly, 16, 159–163.
Foulin, J. N. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18, 129–155.
International Phonetic Association. (1999). Handbook of the International Phonetic Association: A guide to the use of the International Phonetic Alphabet. Cambridge: Cambridge University Press.
Levin, I., Patel, S., Margalit, T., & Barad, N. (2002). Letter names: Effect on letter saying, spelling, and word recognition in Hebrew. Applied Psycholinguistics, 23, 269–300.
Martins, M. A., & Silva, C. (2001). Letter names, phonological awareness and the phonetization of writing. European Journal of Psychology of Education, 4, 605–617.
McBride-Chang, C. (1999). The ABC's of the ABC's: The development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly, 45, 285–308.
Pinheiro, A. M. V. (1996). Contagem de freqüência de ocorrência de palavras expostas a crianças na faixa pré-escolar e séries iniciais do 1° grau [Frequency counts of words encountered by children in preschool and the initial grades of elementary school]. São Paulo, Brazil: Associação Brasileira de Dislexia.
Pollo, T. C., Kessler, B., & Treiman, R. (2005). Vowels, syllables, and letter names: Differences between young children's spelling in English and Portuguese. Journal of Experimental Child Psychology, 92, 161–181.
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.
Read, C. (1975). Children's categorization of speech sounds in English (NCTE Res. Rep. No. 17). Urbana, IL: National Council of Teachers of English.
Read, C. (1986). Children's creative spelling. London: Routledge & Kegan Paul.
Treiman, R. (1993). Beginning to spell: A study of first-grade children. New York: Oxford University Press.
Treiman, R. (1994). Use of consonant letter names in beginning spelling. Developmental Psychology, 30, 567–580.
Treiman, R., Broderick, V., Tincoff, R., & Rodriguez, K. (1998). Children's phonological awareness: Confusions between phonemes that differ only in voicing. Journal of Experimental Child Psychology, 68, 3–21.
Treiman, R., & Kessler, B. (2003). The role of letter names in the acquisition of literacy. Advances in Child Development and Behavior, 31, 105–135.
Treiman, R., Kessler, B., & Pollo, T. C. (2006). Learning about the letter name subset of the vocabulary: Evidence from U.S. and Brazilian preschoolers. Applied Psycholinguistics, 27, 211–227.
Treiman, R., & Rodriguez, K. (1999). Young children use letter names in learning to read words. Psychological Science, 10, 334–338.
Treiman, R., & Tincoff, R. (1997). The fragility of the alphabetic principle: Children's knowledge of letter names can cause them to spell syllabically rather than alphabetically. Journal of Experimental Child Psychology, 64, 425–451.
Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69, 1524–1540.
Treiman, R., Weatherston, S., & Berch, D. (1994). The role of letter names in children's learning of phoneme-grapheme relations. Applied Psycholinguistics, 15, 97–122.
Worden, P. E., & Boettcher, W. (1990). Young children's acquisition of alphabet knowledge. Journal of Reading Behavior, 22, 277–295.