Bibliographie

  1. Adams, M. J. (1990). Beginning to read. Cambridge, MA: MIT Press.
  2. Alegria, J., & Morais, J. (1979). Le développement de l’habileté d’analyse phonétique consciente de la parole et l’apprentissage de la lecture. Archives de Psychologie, 183, 251-270.
  3. Alegria, J., & Morais, J. (1989). Analyse segmentale et acquisition de la lecture. In L. Rieben & C. Perfetti (Eds.), L’apprenti lecteur (pp. 173-196). Neuchâtel et Paris: Delachaux & Niestlé.
  4. Anthony, J. L., Lonigan, J. L., Burgess, S. R., Driscoll, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82, 65-92.
  5. Aram, D. (2005). Continuity in children’s literacy achievements: A longitudinal perspective from kindergarten to school. First language, 25 (3), 259-289.
  6. Aram, D., & Levin, I. (2001). Mother-child joint writing in low SES, Sociocultural factors, maternal mediation, and emergent literacy. Cognitive Development, 16, 831-852.
  7. Athey, I. (1982). Reading: the affective domain reconceptualized. In B. A. Hutson (Ed.), Advances in reading/language research (Vol. 1, pp. 203-218). Greenwich, CT: JAI.
  8. Badian, N. A., (1995). Predicting reading ability over the long term: The changing roles of letter naming, phonological awareness and orthographic processing. Annals of Dyslexia, 45, 79-96.
  9. Baker, L. (1999). Opportunities at home and in the community that foster reading engagement. In J. T. Guthrie & D. Alvermann (Eds.), Engagement in reading: Processes, practices, and policy implications (pp. 105-133). New York: Teachers College Press.
  10. Baker, L. (2003). The role of parents in motivating struggling readers. Reading & Writing Quarterly, 19, 87-106.
  11. Baker, L. & Scher, D. (2002). Beginning readers’ motivation for reading in relation to parental beliefs and home reading experiences. Reading Psychology, 23, 239-269.
  12. Baker, L., Wigfield, A. (1999). Dimensions of children’s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly,34 (4),452-477.
  13. Baker, L., Dreher, M. J., & Guthrie, J. T. (2000). Why teachers should promote reading engagement. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds), Engaging young readers: Promoting achievement and motivation (pp. 1-16). New York: Guilford.
  14. Baker, L., Mackler, K., Sonnenschein, S., & Serpell, R. (2001). Parents’interactions with their first-grade children during storybook reading and relations with subsequent home reading activity and reading achievement. Journal of School Psychology, 39 (5), 415-438.
  15. Baker, L., Scher, L. & Mackler, K. (1997). Home and family influences on motivations for reading. Educational psychologist, 32(2), 69-82.
  16. Baker, L., Serpell, R., & Sonnenschein, S. (1995). Opportunities for literacy-related learning in the homes of urban preschoolers. In L. Morrow (Ed.), Family literacy: Multiple perspectives to enhance literacy development (pp. 236-252). Newark, DE: International Reading Association.
  17. Baker, L., Fernandez-Fein, S., Scher, D., & Williams, H., (1998). Home experiences related to the development of word recognition. In J. L. Mestala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 263-286). London: Erlbaum Ass.
  18. Baker, L., Serpell, R., Sonnenschein, S., Fernandez-Fein, S., & Scher, D. (1994). Contexts of emergent literacy: Everyday home experiences of urban pre-kindergarten children (Reading Research Report # 24). Athens, GA: Universities of Georgia and Maryland, National Reading Research Center.
  19. Ball, E. W., Blachman, B. A. (1991). Does phonemes awareness training in kindergarten make a difference in early word recognition and developmental spelling? Reading Research Quarterly, 26, 49-65.
  20. Bara, F., Gentaz, E., Colé, P., Sprenger-Charolles, L. (2004). The visuo-haptic and haptic exploration of letters increases the kindergarten-children’s understanding of the alphabetic principle. Cognitive Development, 19, 433-449.
  21. Bastien, C., & Bastien-Toniazzo, M. (1993). L’importance de la période dite « logographique » dans l’acquisition de la lecture. In J.-P. Jaffré, L. Sprenger-Charolles, M. Fayol (Eds.), Les actes de la Villette (pp. 163-175). Paris: Nathan.
  22. Bastien-Toniazzo, M. (1992). La représentation du mot écrit aux débuts de la lecture. L’année psychologique, 92(4), 489-509.
  23. Bastien-Toniazzo, M. (1997). A tutorial in domain-specific acquisition. International Journal of Psychology, 32 (3), 129-138.
  24. Bastien-Toniazzo, M., Magnan, A., & Bouchafa, H. (1999). Nature des représentations du langage écrit aux débuts de l’apprentissage de la lecture : Un modèle interprétatif. Journal International de Psychologie, 34(1), 43-58.
  25. Bastien-Toniazzo, M., & Bastien, C. (2003). Considérations théoriques sur l’acquisition de la lecture et implication pédagogiques. In M.N. Romdhane, J.-E. Gombert, & M. Belajouza (Eds.), L’apprentissage de la lecture. Perspective comparative interlangue (pp 321-335). Rennes: PUR.
  26. Bastien-Toniazzo, M., & Jullien, S. (2001). Nature and role of the logographic phase in learning to read. Reading and Writing: An Interdisciplinary Journal, 14, 119-143.
  27. Bentin, S., Hammer, R., & Cahan, S. (1992). Do levels of pre-school alphabetic tuition affect the development of phonological awareness and early literacy. Educational Psychology, 24(1), 3-11.
  28. Benveniste, E. (1966). Problèmes de linguistique générale. Paris : Gallimard.
  29. Berry, D. C., & Broadbent, D. E. (1998). Interactive tasks and the implicit-explicit distinction. British Journal of Psychology, 79, 251-272.
  30. Bertelson, P., & de Gelder, B. (1990). The emergence of phonological awareness: Comparative approaches. In G. Mattingly & M. Studdert-Kennedy (Eds.), Modularity and the motor theory of speech perception. Hillsdale, NJ: Erlbaum.
  31. Bertelson P., Morais J., Alegria J., Content, A. (1985). Phonetic analysis capacity and learning to read. Nature, 313, 73-74.
  32. Blachman, B. (2000). Phonological awareness. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson et R. Barr (dir.), Handbook of reading research (Vol. 3, pp. 483-502). Mahwah, NJ : Lawrence Erlbaum.
  33. Blachman, B. A., Ball, E. W., Black, R. S., & Tangel, D. M. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner city classrooms. Reading and Writing: An Interdisciplinary Journal, 6, 1-18.
  34. Bloodgood, J. W. (1999). What’s in a name? Children’s name writing and literacy acquisition, Reading Research Quarterly, 34(3), 342-367.
  35. Bodrova, E., & Leong, D. (1996). Tools of the mind: The Vygotskian approach to early childhood education. Englewood Cliffs, NJ: Merril/Prentice Hall.
  36. Bowman, M., & Treiman, R. (2002a). Relating print and speech: The effects of letter names and word position on reading and spelling performance. Journal of Experimental Child Psychology, 82, 305-340.
  37. Bowman, M., & Treiman, R. (2002b). The special status of word initial letter names in connection print and speech. Poster presented at the Society for the Scientific Study of Reading Conference, Chicago, IL.
  38. Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
  39. Briars, D., & Siegler, R.S. (1984). A featural analysis of preschoolers' counting knowledge. Developmental Psychology, 20, 607-618.
  40. Broadbent, D. E. (1977). Levels, hierarchies, and the locus of control. Quarterly Journal of Experimental Psychology, 29, 181-201.
  41. Brooks, L. R., & Vokey, J. R. (1991). Abstract Analogies and Abstracted Grammars: A comment on Reber, and Mathews et al. Journal of Experimental Psychology: General, 120, 316-323.
  42. Bruck, M., Treiman, R., Caravolas, M., Genesee, F., Cassar, M. (1998). Spelling skills of children in whole language and phonics classrooms. Applied Psycholinguistics, 19, 669-684.
  43. Bryant, P. (1993). Conscience phonologique et apprentissage de la lecture. In J. P. Jaffré, L. Sprenger-Charolles, M. Fayol (Eds.), Les actes de la Villette (pp. 176-192). Paris: Nathan.
  44. Bryant, P., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme, alliteration, phoneme detection and learning to read. Developmental Psychology, 26(3), 429-438.
  45. Burgess, S. R. (2002). The influence of speech perception, oral language ability, the home literacy environment, and prereading knowledge on the growth of phonological sensitivity: A one-year longitudinal investigation. Reading and Writing: An interdisciplinary Journal, 15, 709-737.
  46. Burgess, S.R., Hecht, S.A., & Lonigan, C.J. (1995). Relations of the home literacy environment (HLE) to the development of reading-related abilities: A one-year longitudinal study. Reading Research Quarterly, 37(4), 408-426.
  47. Burgess, S. R. & Lonigan, C. J. (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70, 117-141.
  48. Burns, S., Espinosa, L., & Snow, C. (2003). Débuts de la littératie, langue et culture: perspective socioculturelle. Revue des sciences de l’éducation, 29(1).
  49. Bus, A. G., van IJzendoorn, M. H. (1988). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 59, 1262-1272.
  50. Bus, A. G., van IJzendoorn, M. H., & Pelligrini, A. D. (1995). Joint book reading makes for success in learning to read: A meta-analysis on intergenerational transmission of literacy. Review of Educational Research, 65, 1-21.
  51. Bus, A. G., Leseman, P. P. M., & Keultjes, P. (2000). Joint book reading across cultures: A comparison of Surinamese-Dutch, Turkish-Dutch, and Dutch parent-child dyads. Journal of Literacy Research, 32, 53-76.
  52. Byrne, B. (1992). Studies in the acquisition procedure for reading: Rationale, hypotheses, and data. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 1-34). Hillsdale, NJ: Erlbaum.
  53. Byrne, B., & Fielding-Barnsley, R. F. (1990). Acquiring the alphabetic principle: A case fot teaching recognition of phoneme identity. Journal of Educational Psychology, 82, 805-812.
  54. Byrne, B., & Fielding-Barnsley, R. F. (1993). Evaluation of a program to teach phonemic awareness to young children: A one year follow-up. Journal of Educational Psychology, 85, 104-111.
  55. Byrne, B., & Fielding-Barnsley, R. F. (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, 87, 488-503.
  56. Cadieux, A., & Boudreault, P. (2005). Effets d’une intervention parentale en lecture sur la connaissance du nom et du son des lettres et la sensibilité phonologique d’élèves à risque. [ http://www.inrp.fr/Acces/Biennale/6biennale/Contrib ].
  57. Callaghan, T. (1999). Early understanding and production of graphic symbols. Child Development, 70, 1314-1324.
  58. Caravolas, M., Hulme, C., Snowling, M. J. (2001). The foundations of spelling ability: Evidence from a 3-years longitudinal study. Journal of Memory and Language, 45, 751-774.
  59. Cardoso-Martins, C. (1995). Sensivity to rhymes, syllables and phonemes in literacy acquisition in Portuguese. Reading Research Quarterly, 30, 808-828.
  60. Cardoso-Martins, C., Resende, S. M., & Rodrigues, L. A. (2002). Letter name knowledge and the ability to learn to read by letter-phoneme relations in words: Evidence from Brazilian-Portuguese-speaking children. Reading and Writing: An Interdisciplinary Journal, 15, 409-432.
  61. Carrillo, M. (1994). Development of phonological awareness and reading acquisition: A study in spanish language. Reading and Writing, 6, 279-298.
  62. Casalis, S., & Lecocq, P. (1992). Les dyslexies. In M. Fayol, J.-E. Gombert, P. Lecocq, L., Sprenger-Charolles, & D. Zagar (Eds.), Psychologie de la lecture (pp. 195-235). Paris:PUF.
  63. Cassar, M., & Treiman, R. (1997). The beginnings of orthographic knowledge: Children’s knowledge of double letters in words. Journal of Educational Psychology, 89, 631-644.
  64. Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77-111.
  65. Catach, N. (1980). L’orthographe française. Traité théorique et pratique. Paris: Nathan (nouv. éditions en 1986 et 1989).
  66. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language bases of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-362.
  67. Chall, J. S. (1983). Stages of reading development. New York: McGraw-Hill.
  68. Chaney, C. (1994). Language development, metalinguistic awareness, and emergent literacy skills of 3-year-old children in relation to social class. Applied Psycholinguistics, 15, 371-394.
  69. Chapman, J. W., & Tunmer, W. E. (2003). Reading difficulties, reading-related self-perceptions, and strategies or overcoming negative self-beliefs. Reading and Writing Quarterly, 19, 5-24.
  70. Clay, M. (1966). Emergent reading behaviour. Unpublished doctoral dissertation, University of Auckland, New Zealand.
  71. Clay, M. (1967). The reading behaviour of five-year-old children: A research report. New Zealand Journal of Educational Studies, 2, 11-31.
  72. Cleeremans, A., Destrebecqz, A., & Boyer, M. (1998). Implicit learning: News from the front. Cognitive Sciences, 2 (10).
  73. Colé, P., Casalis, S. & Gombert, J.-E. (2004). Morphologie et apprentissage de la lecture: apports de la recherche et propositions pédagogiques. In C. Billard (Ed), Kit de formation sur les troubles spécifiques des apprentissages (Vol. 4, pp. 28-33), Signes Editions et Arta.
  74. Colé, P., & Fayol, M. (2001). Reconnaissance des mots écrits et apprentissage de la lecture. In M. Kail, M. Fayol, L’acquisition de la lecture. Paris: PUF.
  75. Cormier, P. (2006). Connaissance du nom des letters chez des enfants francophones de 4, 5 et 6 ans au Nouveau-Brunswick. Education et Francophonie, 34(2), 5-27.
  76. Cothern, N. B., & Collins, M. D. (1992). An exploration: Attitude acquisition and reading instruction. Reading Research and Instruction, 31, 84-97.
  77. Csikszentmihalyi, M. (1978). Attention and the Holistic Approach to Behavior. In K.S. Pope, J. L. Singer (Eds.), The Stream of Consciousness (pp 335-359). New York: Plenum Press.
  78. Csikszentmihalyi, M. (1991). Flow: The Psychology of Optimal Experience. New York: Harper Collins.
  79. Cunningham, A. E., Stanovich, K. E. (1990). Assessing print exposure and orthographic processing skill in children: A quick measure of reading experience. Journal of Educational Psychology, 82, 733-740.
  80. Cunningham, A. E., Stanovich, K. E. (1998). The impact of print exposure on word recognition. In J. L. Mestala L. C. Ehri (Eds.), Word recognition in beginning literacy (p. 235-262). London: Erlbaum Ass.
  81. De Abreu, M. D., & Cardoso-Martins, C. (1998). Alphabetic access route in beginning reading acquisition in Portuguese: The role of letter-name knowledge. Reading and Writing: An Interdisciplinary Journal, 10, 85-104.
  82. DeBaryshe, B. D. (1995). Maternal belief systems: Linchpin in the home reading experiences. Journal of Applied Developmental Psychology, 16, 1-20.
  83. Defior, S., & Tudela, P. (1994). Effect of phonological training on reading and writing acquisition. Reading and Writing: An Interdisciplinary Journal, 6, 299-320.
  84. De Jong, P. F., & Van der Leij, A. (1999). Specific contributions of phonological abilities to early reading acquisition: Results from a Dutch latent variable longitudinal study. Journal of Educational Psychology, 91, 450-476.
  85. Demont, E., & Gombert, J.-E. (1996). Phonological awareness as a predictor of recoding skills and syntactic awareness as a predictor of comprehension skills. British Journal of Educational Psychology, 66, 315-332.
  86. Demont, E., & Gombert, J.-E. (2004). L’apprentissage de la lecture: évolution des procédures et apprentissage implicite. Enfance, 3, 245-257.
  87. Destrebecqz, A., & Cleeremans, A. (2005). Implicit learning in a prediction task: Neither abstract nor based on exemplars. Current Psychology letters, 17 (3). [http://cpl.revues.org/document470.html].
  88. Duncan, L. G., Seymour, P., & Hill, S. (1997). How important are rhyme and analogy in beginning reading? Cognition, 63, 171-208.
  89. Dunn, L., & Dunn, L. (1981). Peabody Picture Vocabulary Test-Revised. Circle Pines, NM: American Guidance Service.
  90. Dunn, L., Thériault-Whalen, & Dunn, L. (1993). Echelle de Vocabulaire en images PEABODY (EVIP), Adaptation française du Picture Vocabulary Test-Revised. Manuel pour les formes A et B. Toronto: Psycan.
  91. Dunning, D. B., Mason, J. A., & Stewart, J. P. (1994). Reading to preschoolers: A response to Scarborough and Dobrich (1994) and recommendations for future research. Developmental Review, 14, 324-339.
  92. Ecalle, J. (1997a). Les représentations sociales de la lecture chez les élèves en fin de cycle II. Bulletin de Psychologie, 431 (13-14), 563-568.
  93. Ecalle, J.(1999). Les représentations sociales de la lecture chez les jeunes enfants: approche développementale et différentielle. Archives de Psychologie, 67, 257-273.
  94. Ecalle, J. (2003). Timé-2 : Test d’identification de mots écrits pour enfants de 6 à 8 ans. Paris: ECPA.
  95. Ecalle, J. (2004). Les connaissances des lettres et l’écriture du prénom chez l’enfant français avant l’enseignement formel de la lecture-écriture. Psychologie Canadienne 45, 111-119.
  96. Ecalle, J. (2006). Timé-3: Test d’identification de mots écrits pour enfants de 6 à 15 ans. Paris: Mot à Mot.
  97. Ecalle, J. (2007). THaPho: Test des Habiletés Phonologiques. Paris: Editions Mot à Mot.
  98. Ecalle, J., & Magnan, A. (2002). L’apprentissage de la lecture: Fonctionnement et développement cognitifs. Paris: Armand Colin.
  99. Ecalle, J., & Magnan, A. (2002).The development of epiphonological and metaphonological processing at the start of reading: A longitudinal study. European Journal of Psychology of Education, 17, 47-62.
  100. Ecalle, J., & Magnan, A. (2007). Sensibilité phonologique et apprentissage de la lecture. Rééducation Orthophonique, 229, 61-74.
  101. Ecalle, J., & Magnan, A. (in press). Development of phonological skills and learning to read in French. European Journal of Psychology of Education.
  102. Ecalle, J., & Mercier-Béraud, H. (2002). Exposition à l’écrit dans les familles et connaissances orthographiques des enfants de six ans. Revue Internationale d’Education Familiale, 6(1), 85-102.
  103. Ecalle, J., Magnan, A., & Biot-Chevrier, C. (in press). Alphabet knowledge and early literacy skills in French beginning readers. European Journal of Developmental Psychology.
  104. Ehri, L. C. (1983). A critique of five studies related to letter-name knowledge and learning to read. In L. M. Gentile, M. L. Kamil, & J. S. Blanchard (Eds.), Reading research revisited (pp. 143-153). Columbus, OH: Merrill.
  105. Ehri, L. C. (1986). Sources of difficulty in learning to spell and read. In L. M. Wolraich & D. Routh (Eds.). Advances in developmental and behavioural paediatrics (Vol. 7, pp. 121-195). Greenwich, CT: JAI.
  106. Ehri, L. C. (1987). Learning to read and to spell words. Journal of Reading Behavior, 19, 5-31.
  107. Ehri, L. C. (1989). Apprendre à lire et à écrire des mots. In L. Rieben & C. A. Perfetti (Eds.), L’apprenti lecteur (pp. 103-128), Neuchâtel-Paris: Delachaux & Niestlé.
  108. Ehri, L. C. (1992). Reconceptualizing the development of sight word reading and irs relationship to recoding. In P. Gough, L. Ehri, R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale, NJ: Erlbaum.
  109. Ehri, L. C. (1997). Apprendre à lire et apprendre à orthographier, c’est la même chose ou pratiquement la même chose. In L. Rieben, M. Fayol, C. Perfectti (Eds.), Des orthographes et leurs acquisitions (pp. 231-265). Paris: Delachaux & Niestlé.
  110. Ehri, L. C. (1998). Grapheme-phoneme knowledge is essential for learning to read words in English. In J. L. Metsala & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 3-40). London: Erlbaum.
  111. Ehri, L. C., & Sweet, J. (1991). Fingerpoint-reading of memorized text: What enables beginners to process the print? Reading Research Quarterly 26, 442-462.
  112. Ehri, L. C., & Wilce, L. S. (1985). Movment into reading: Is the first stage of printed word learning visual or phonetic? Reading Research Quarterly, 20, 163-179.
  113. Ehri, L.C., Nunes, S.R., Willows, D. M., Shuster, B. V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, 36, 250-287.
  114. Evans, M. A., Shaw, D., Bell, M. (2000). Home literacy activities and their influence of early literacy skills. Canadian Journal of Experimental Psychology, 54, 65-75.
  115. Evans, M. A., Bell, M., Shaw, D., Moretti, S., & Page, J. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing 19, 959-989.
  116. Fayol, M. (2001). La question des apprentissages: la lecture des 8 à 11 ans. Les Journées de l’Observatoire. ONL.
  117. Fayol, M. (2006). L’orthographe et son apprentissage. Les Journées de l’Observatoire. ONL.
  118. Feitelson, D. (1965). Structuring the teaching of reading according to major features of the language and its script. Elementary English, 42, 870-877.
  119. Ferreiro, E. (1977). Vers une théorie génétique de l’apprentissage de la lecture. Revue Suisse de Psychologie Pure et Appliquée, 36, 235-244.
  120. Ferreiro, E. (2000). L'écriture avant la lettre. Paris: Hachette-Education.
  121. Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. New York: Heinemann.
  122. Foorman, B., Anthony, J., Seals, L., & Mouzaki, A. (2002). Language development and emergent literacy in preschool. Seminars in Pediatric Neurology, 9(3), 173-184.
  123. Ford, M. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.
  124. Foulin, J. N. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing: An Interdisciplinary Journal, 16, 1-27.
  125. Foulin, J. N. (2007). La connaissance des lettres chez les prélecteurs: aspects pronostiques, fonctionnels et diagnostiques. Psychologie française.
  126. Foulin, J. N., & Pacton, S. (2006). La connaissance du nom des lettres : précurseur de l’apprentissage du son des lettres. Education et Francophonie, 34(2), 28-55.
  127. Foureaux, F. (1988). L’accès à l’écrit chez le pré-lecteur: Nature et traitement des indices prélevés. Thèse de psychologie, Université de Provence.
  128. Frijters, J. C., Barron, R.W., & Brunello, M. (2000). Direct and mediated influences of home literacy and literacy interest on prereaders' oral vocabulary and early written language skill. Journal of Educational Psychology, 92(3), 466-477.
  129. Frith, U. (1985). Beneath the surface of developmental dyslexia, In K. Patterson, J. Marschall, M. Coltheart (Eds.), Surface dyslexia (pp. 310-330). London: Erlbaum.
  130. Geary, D. C. (1995). Reflections of evolution and culture in children’ cognition. Implications for mathematical development and instruction. American Psychologist, 50, 24-37.
  131. Genisio, V., & Bastien-Toniazzo, M. (2003). Is logographic processing holistic or analytic? European Journal of Psychology of Education, 18(33), 239-249.
  132. Gentry, J. R. (1982). An analys of developmental spelling in GNYS AT WRK. Reading Teacher, 36, 192-200.
  133. Gesell, A. (1928). Infancy and human growth. New York: MacMillan.
  134. Gesell, A. (1940). The five years of life. New York: Harper & Bros.
  135. Gibson, E. J., & Levin, H. (1975). The Psychology of Reading. Cambridge, MA: MIT Press.
  136. Gombert, J.-E (1990). Le développement des capacités métalinguistiques. Paris : PUF.
  137. Gombert, J.-E. (1992). Metalinguistic development . London: Harvester Wheatsheaf.
  138. Gombert, J.-E (2003). Implicit and explicit learning to read: Implication as for subtypes of dyslexia. Current Psychology Letters 10, vol. 1, Special Issue on Language Discorders and Reading Acquisition. [ http://cpl.revues.org/document202.html ]
  139. Gombert, J.-E., Colé, P. (2000). Activités métalinguistiques, lecture et illettrisme. In M. Kail & M. Fayol (Eds.), L’acquisition du langage. Le langage en développement. Au-delà de trois ans (pp. 117-150). Paris : PUF.
  140. Gombert, J.-E., & Fayol, M. (1992). Writing in preliterate children. Learning and Instruction, 2, 23-41.
  141. Gombert, J.-E, Gaux, C., & Demont, E. (1994). Capacités métalinguistiques et lecture. Quels liens? Repères, 9, 61-73.
  142. Goswami, U. C. (1993). Toward an interactive analogy model of reading development: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443-475.
  143. Goswami, U. C., Bryant, P. (1990). Phonological skills and learning to read. Hillsdale: Erlbaum.
  144. Greaney. V., & Hegarty, M. (1987). Correlates of leisure-time reading. Journal of Research in Reading, 10, 3-20.
  145. Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr. Handbook of Reading Research (Vol. 3, pp. 403-420). Mahwah, NJ: Lawrence Erlbaum Associates.
  146. Hagtvet, B. E. (2000). Prevention and prediction of reading problems. In A. Badian (Ed), Prediction and prevention of reading failure (pp. 105-132). Baltimore: York.
  147. Halle, T., Calkins, J., Berry, D, & Johnson, R. (2003). Promoting language and literacy in early childhood care and education settings. Child Care and Early Education Research Connections [http://www.childcareresearch;org]
  148. Harris, M., Beech, J. R. (1998). Implicit phonological awareness and early reading development in prelingually deaf children. Journal of Deaf Studies and Deaf Education, 33, 205-216.
  149. Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child development, 55, 1969-1982.
  150. Hatcher, P., Hulme, C., Ellis, A. W. (1994). Ameliorating reading failure by integrating the teaching of reading and phonological skills. The phonological linkage hypothesis. Child Development, 65, 41-57.
  151. Henderson, E. H. (1985). Teaching spelling. Boston: Houghton Mifflin.
  152. Henderson, E. H., & Beers, J. (Eds.) (1980). Developmental and cognitive aspects of learning to spell. Newark, DE: International Reading Association.
  153. Hiebert, E. H. & Taylor, B. M. (2000). Beginning Reading Instruction: Research on Early Interventions. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr. Handbook of Reading Research (Vol. 3, pp. 45-482).Mahwah, NJ: Lawrence Erlbaum Associates.
  154. Hiebert, E. H., Cioffi, G., & Antonak, R. F. (1984). A developmental sequence in preschool children’s acquisition of reading readiness skills and print awareness concepts. Journal of Applied Developmental Psychology, 5, 115-126.
  155. Holdaway, D. (1979). The foundations of literacy. New York: Ashton Scholastic.
  156. Hohn, W. E., & Ehri, L. C. (1983). Do alphabet letters help prereaders acquire phonemic segmentation skill? Journal of Educational Psychology, 75, 752-762.
  157. Hoorens, V., & Todorova, E. (1988). The name letter effect: Attachment to self or primacy of own name writing? European Journal of Social Psychology, 18, 365-368.
  158. Inhelder, B., Cellérier, G. (1992). Le cheminement des découvertes de l’enfant. Recherches sur les microgenèses cognitives. Neuchâtel: Delachaux & Niestlé.
  159. Järvelä, S., Salonen, P., & Lepola, J. (2002). Dynamic assessment as a key to understanding student motivation in a classroom context. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement: Methodology in motivation research: new directions in measures and methods (Vol. 12, pp. 217-240). Greenwich, CT: JAI.
  160. Jaffré, J.-P. (1995). L’acquisition de l’orthographe. In Ducard, D., Honvault, R., Jaffré, J.-P. (Eds.), L’orthographe en trios dimensions (pp. 126-156). Paris: Nathan.
  161. Jansky, J., & de Hirsch, K. (1972). Preventing reading failure-Prediction, diagnosis, intervention. New York: Harper & Row.
  162. Johnston, R. S., Anderson, M. & Holligan, C. (1996). Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship. Reading and Writing: An Interdisciplinary Journal, 8, 217-234.
  163. Jordan, G.E, Snow, C.E., & Porche, M. (2000). Project EASE: The effect of a family literacy project on kindergarten student's early literacy skills. Reading Research Quarterly, 35, 524-546.
  164. Kamii, C., Long, R., Manning, M., & Manning, G. (1990). Spelling in kindergarten: A constructivist analysis comparing Spanish-speaking and English-speaking children. Journal of Research in Childhood Education, 4, 91-97.
  165. Kohs, S. C. (1920). The block-design-test: Les Cubes des Kohs. Paris: ECPA.
  166. Kolinsky, R., Morais, J., Cluytens, M. (1995). Intermediate representations in spoken words recognition: Evidence from word illusion. Journal of Memory and Language, 34, 19-40.
  167. Lanöé, C. (2000). La situation de lecture partagée : Une routine pour l’acquisition du langage, de la lecture et de l’écriture. Revue de Psychologie de l’Education, 2, 70-93.
  168. Lecocq, P. (1991). Apprentissage de la lecture et dyslexie. Bruxelles : Mardaga.
  169. Lehtinen, E., Vauras, M., Salonen, P., Olkinuora, E., & Kinnunen, R. (1995). Long-term development of learning activity : Motivational, cognitive, and social interaction. Educational Psychologist, 30, 21-35.
  170. Lepola, J., Salonen, P., & Vauras, M. (2000). The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade. Learning and Instruction, 10, 153-177.
  171. Lepola, J., Poskiparta, E., & Laakkonen, E., & Niemi, P. (2005). Development of and relationship between phonological and motivational processes and naming speed in predicting word recognition in grade 1. Scientific Studies of Reading, 9(4), 367-399.
  172. Leppänen, U., Niemi, P., Aunola, K., & Nurmi, J.-E. (2004). Development of reading skills among preschool and primay school pupils. Reading Research Quarterly 39 (1), 72-93.
  173. Lepper, M., & Henderlong, J. (2000). Turning play into work and work into play. 25 years of research on intrinsic versus extrinsic motivation. In Intrinsic and Extrinsic Motivation: The Search of Optimal Motivation and Performance (pp. 257-307).San Diego, Californie: Academic.
  174. Leseman, P. P. M., & De Jong, P. F. (1998). Home literacy: Opportunity, instruction, cooperation and social-emotional quality predicting early reading achievement. Reading Research Quarterly 33(3), 294-318.
  175. Lété, B. (2003). Building the mental lexicon by exposure to print: A corpus-based analys of French reading books. In P. Bonin (Ed), Mental lexicon : "Some words to talk about words" (pp.187-214). Hauppauge, NY: Nova Science Publisher.
  176. Lété, B., Sprenger-Charolles, L.,& Colé, P. (2004). MANULEX. A grade-level lexical database from French elementary-school readers. Behavior Research Methods, Instruments, & Computer, 36, 156-166.
  177. Levin, I., & Bus, A. (2003). How is emergent writing based on drawing? Analyses of children’s products and their sorting by children and mothers. Developmental Psychology, 39, 891-905.
  178. Levin, I., & Aram, D. (2004). Children’s names contribute to early literacy. In D. Ravid & H. Bat-Zeev Shyldkrot (Eds.), Perspectives on language and language development (pp. 223-241). Dordrecht, Netherlands: Kluwer.
  179. Levin, I, Patel, S., Margalit, T., & Barad, N. (2002). Letter names: Effect on letter saying, spelling, and word recognition in Hebrew. Applied Psycholonguistics, 23, 269-300.
  180. Levin, I., Shatil-Carmon, S., & Asif-Rave, O. (2006). Learning of letters names and sounds and their contribution to word recognition. Journal of Experimental Child Psychology 93, 139-165.
  181. Liberman, I. Y., & Shankweiler, D. (1989). Phonologie et apprentissage de la lecture: une introduction. In C. A. Perfetti & L. Rieben (Eds.), L’apprenti lecteur, Recherches Empiriques et Implications Pédagogiques. Neuchâtel/Paris: Delachaux & Niestlé.
  182. Lomax, R.G., & McGee, L.M. (1987). Young children concepts about print and reading: Toward a model of word reading acquisition. Reading Research Quarterly, 22, 237-256.
  183. Longcamp, M., Zerbato-Poudou, M. T., & Velay, J. L. (2005). The influence of writing practice on letter recognition in preschool children: A comparison between handwriting and typing. Acta Psychologica 119(1), 67-79.
  184. Lonigan, C. J. (1994). Reading to preschoolers exposed: Is the emperor really naked? Developmental Review, 14, 303-323.
  185. Lonigan, C. J., Dyer, S. M., & Anthony, J. L. (1996). The influence of the home literacy environment on the development of literacy skills in children from diverse racial and economic backgrounds. Paper presented at the annual convention of the American Educational Research Association, New York.
  186. Lonigan, C. J., Burgess, S.R., & Anthony, J. L. (2000). Development of emergent literacy and early reading skills in preschool children: Evidence from a latent-variable longitudinal study. Developmental Psychology, 36, 596-613.
  187. Lundberg, I., Olofsson, A., & Wall, S (1980). Reading and spelling skills in the first school years predicted from phonemic awareness in preschool children. Reading Research Quarterly, 23, 263-284.
  188. Magnan, A. (1995). Les difficultés d’orientation des lettres symétriques chez le jeune enfant: un problème de conflit cognitive? Approche Neuropsychologique des Apprentissages chez l’enfant, 35, 168-175.
  189. Magnan, A., & Biancheri, P. (2001). Le traitement des voyelles nasalisées et des groupes consonantiques par l’apprenti lecteur. Journal International de Psychologie, 36(5), 301-313.
  190. Magnan, A., & Colé, P. (2000). Syllable types and phonological awareness of French pre-schoolers and first graders. Paper presented at XXVI è Congrès International de Psychologie, Stockholm, 22-28 juillet.
  191. Magnan, A., Léonard, F. Aimar, J.-B. (1995). Traitement des informations ordinale et phonologique chez le lecteur débutant. Bulletin d’Audiophonologie, Vol. XI, n°4-5, 403-420.
  192. Mann, V. A, & Lieberman, I. Y. (1984). Phonological awareness and verbal short-term memory. Journal of Learning Disabilities, 17, 592-599.
  193. Martin, A., Ungerleider, L. G., & Haxby, J. V. (2000). Category specificity and the brain: The sensory/motor model of semantic representations of objects. In M. S. Gazzaniga (Ed.), The cognitive neurosciences (pp. 1023-1036). Cambridge, MA: MIT Press.
  194. Martinot, C. & Gombert, J.-E. (1996). Le développement et le contrôle des connaissances phonologiques à l’âge préscolaire. Revue de Neuropsychologie, 6 (2), 251-269.
  195. Mason, J. (1980). When do children begin to read: An exploration of four-year-old children's letter and word reading competencies. Reading Research Quarterly, 15, 203-227.
  196. Mason, J. M., & Stewart, J.P. (1990). Emergent literacy assessment for instructional use in kindergarten. In LM. Morrow & J.K. Smith (Eds.), Assessment for instruction in early literacy (pp. 155-175). Englewood Cliffs, NJ: Prentice-Hall.
  197. Matthewson, G. C. (1994). Model of attitude influence upon reading and learning to read. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp.1131-1161). Newark, DE: International Reading Association.
  198. McBride-Chang, C., Wagner, R., & Chang, L. (1997). Growth modelling of phonological awareness. Journal of Educational Psychology, 89(4), 621-630.
  199. McBride-Chang, C., (1999). The ABCs of the ABCs: the development of letter-name and letter-sound knowledge. Merrill-Palmer Quarterly 45, 285-308.
  200. McCormick, C.E., & Mason, J. M. (1986). Intervention procedures for increasing preschool children’s interesting and knowledge about reading. In W. H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp.90-115). Norwood, NJ: Ablex.
  201. McGee, L. M., Lomax, R. G., & Head, M. H. (1988). Young children’s written language knowledge: What environmental and functional print reading reveals. Journal of Reading Behavior, 20, 99-118.
  202. McKenna, M. C. (1994). Toward a model of reading attitude acquisition. In E. H. Cramer & M. Castle (Eds.), Fostering the love of reading: The affective domain in reading education (pp.18-40). Newark, DE: International Reading Association.
  203. McLean, M., Bryant, P. E., Bradley, L. (1987). Rhymes, nursery rhymes and reading early childhood. Merrill-Palmer Quarterly, 33, 255-282.
  204. McNicol, M. (1972). A primer of signal detection theory. London.
  205. Meyer, A., Wardrop, J. L., Stahl, S. A., & Linn, R. L. (1994). Effects of reading storybooks aloud to children. Journal of Educational Research, 88, 69-85.
  206. Morais, J. (1991a). Phonological awareness: A bridge between language and literacy. In D. J. Sawyer & B. J. Fox (Eds.), Phonological awareness in reading: The evolution of current perspective (p.31-71). New York: Spinger-Verlag.
  207. Morais, J. (1994). Reasons to pursue the study of phonological awareness. Reading and Writing, 6, 219-220.
  208. Morais, J. (2003). Levels of phonological representation in skilled reading and in learning to read. Reading and Writing, 16, 123-151.
  209. Munsterman, K., & Sonnenschein, S. (1997).Qualities of storybook reading interactions and their relation to emergent literacy. Poster presented at the meeting of the Society for Research in Child Development, Washington DC, April.
  210. Murray, B. A., Stahl, S. A., & Ivey, M. G. (1996). Developing phoneme awareness through alphabet books. Reading and Writing: An Interdisciplinary Journal, 8 307-322.
  211. Muter, V., Hulme, C., Snowling, M., & Taylor, S. (1998). Segmentation, no rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 71, 3-27.
  212. Neuman, S.B., & Roskos, K. (1993). Acces to print for children of poverty: Differential effects of adult mediation and literacy-enriched play settings on environmental and functional print tasks. American Educational Research Journal, 30, 95-122.
  213. Niemi, P., Kinnunen, R., Poskiparta, E., & Vauras, M. (1999). Do pre-school data predict resistance to treatment in phonological awareness, decoding and spelling? In I. Lundberg, F. E. Tonnessen, & I. Austad (Eds), Dyslexia: Advances in theory and practice (pp. 245-254). Dordrecht, The Netherlands: Kluwer.
  214. Nissen, M. J., & Bullemer, P. (1987). Attentional requirement of learning: Evidence from performance measures. Cognitive Psychology, 19, 1-32.
  215. Olofson, A., & Niedersoe, J. (1999). Early language development and kindergarten phonological awareness as predictors of reading problems: From the 3 to 11 years of age. Journal Learning Disability, 32, 464-472.
  216. Onatsu-Arvilommi, T., & Nurmi, J.-E. (2000). The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. Journal of Educational Psychology, 92, 478-491.
  217. Onatsu-Arvilommi, T., Nurmi, J.-E., & Aunola, K. (2002). The development of achievement strategies and academic skills during the first year of primary school. Learning and Instruction, 12, 509-527.
  218. Pacton, S., Fayol, M., & Perruchet, P. (1999). L’apprentissage de l’orthographe lexicale: Le cas des régularités. Langue Française, 124, 23-39.
  219. Pacton, S., Fayol, M., & Perruchet, P. (2002). The acquisition of untaught orthographic regularities in French. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy. Dordrecht, the Netherlands: Kluwer.
  220. Pacton, S., Fayol, M., & Perruchet, P. (2005). Children’s implicit learning of Graphotactic and Morphological regularities. Child Development, 76, 324-339.
  221. Pacton, S., Perruchet, P., Fayol, M., & Cleeremans (2001). Implicit learning out of the lab: The case of orthographic regularities. Journal of Experimental Psychology: General,130 (3),401-426.
  222. Parilla, R., Kirby, J. R., & McQuarrie, L. (2004). Articulation rate, naming speed, verbal short-term memory and phonological awareness: Longitudinal predictors of early reading development. Scientific Studies of Reading, 8, 3-26.
  223. Payne, A. C., Whitehurst, G.J., & Angell, A. L. (1994). The role of literacy environment in the language development of children from low-income families. Early Childhood Research Quarterly, 9, 427-440.
  224. Pennington, B. F., & Lefly, D. L. (201). Early reading development in children at family risk for dyslexia. Child Development, 72, 816-833.
  225. Perruchet, P. (1994). Defining the knowledge units of a synthetic language: Comment on Vokey and Brooks (1992). Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 223-228.
  226. Perruchet, P., & Gallego, G. (1997). A subjective unit formation account of implicit learning. In D. Berry (Ed.), How implicit is implicit knowledge? (pp. 124-161). Oxford: Oxford University Press.
  227. Perruchet, P., & Pacteau, C. (1990). Synthetic grammar learning: Implicit rule abstraction or explicit fragmentary knowledge? Journal of Experimental Psychology: General, 119, 264-275.
  228. Philipps, L.M., Norris, S.P., Mason, J.M., & Kerr, B.M. (1990). Effects of early literacy intervention on kindergarten achievement. In J. Zutell & S. McCormick (Eds.), Literacy theory and research: Analyses from multiple paradigms (pp. 199-207). Chicago, IL: National reading Conference.
  229. Pintrich, P. R. (2003). Multiple goals and multiple pathways in the development of motivation and self-regulated learning. In L. Smith, C. Rogers, & P. Tomlinson (Eds.), Development and motivation: Joint perspectives. British Psychology Monograph Series II (pp. 137-153). Leicester, UK: British Psychological Society.
  230. Pollo, T., Treiman, R., & Kessler, B. (2005). Vowels, syllables, and letter names: Differences between young children’s spelling in English and Portuguese. Journal of Experimental Child Psychology, 92, 161-181.
  231. Pollo, T., Treiman, R., & Kessler, B. (in press). Three Perspectives on Spelling Development. In E. L. Grigorenko & A. J. Naples (Eds.), Single word reading: Behavioral and biological perspectives.Mahwah, NJ: Erlbaum.
  232. Pothier, B., & Pothier, P. (2004). Echelle d’acquisition en Orthographe Lexicale EOLE. Paris : Retz.
  233. Prêteur, Y., Louvet-Schmauss, E. (1993). Trajectoires scolaires entre la moyenne section et le CE1 d’enfants signalés au cours préparatoire. Orientation Scolaire et Professionnelle, 22-3, 219-234.
  234. Prêteur, Y., & Sublet, F. (1989). Conduites épilangagières de lecteurs débutants vis-à-vis des livres de jeunesse selon leur éducation familiale et scolaire. Interrelations entre diverses compétences de lecture à plusieurs niveaux. Enfance, 3, 107-122.
  235. Purcell-Gates, V. (1996). Stories, coupons, and the TV guide: relationship between home literacy and emergent literacy knowledge. Reading Research Quarterly, 31, 406-428.
  236. Purcell-Gates, V. (2000). Family literacy. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research, Volume III (pp. 853-870). Mahwah, NJ: Lawrence Erlbaum.
  237. Reber, A. S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behavior, 5, 855-863.
  238. Reber, A. S. (1976). Implicit learning of synthetic languages. Journal of Experimental Psychology Human Learning and Memory, 2, 88-94.
  239. Reber, A. S., & Allen, R. (1978). Analogic and abstraction strategies in synthetic grammar learning. Cognition, 6, 189-221.
  240. Reber, P. J., & Squire, L. R. (1994). Parallel brain systems for learning with and without awareness. Learning Memory, 1, 217-229.
  241. Reese, E., & Cox, A. (1999). Quality of adult book reading affects children’s emergent literacy. Developmental Psychology, 35, 20-28.
  242. Rego, L. R. B. (1999). Phonological awareness, syntactic awareness and learning to read and spell in Brazilian Portuguese. In M. Harris & G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 71-88). Cambridge, England: Cambridge University Press.
  243. Richgels, D. J. (2002). Invented spelling, phonemic awareness, and reading and writing instruction. In S. B. Neuman & D. K. Dickinson (Eds), Handbook of Early Literacy Research. New York: Guilford Press.
  244. Roberts, T. (2003). Effects of alphabet-letter instruction on young children word recognition. Journal of Educational Psychology, 95, 41-51.
  245. Roskos, K., & Christie, J. (2000). Play and literacy in early childhood: Research from multiple perspectives. Mahwah, NJ: Erlbaum
  246. Ryan, R. M., & Deci, E. L. (2000). Selt-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 185-205.
  247. Ryan, R. M., & Deci, E. L. (2001). On Happiness and Human Potentials: A review of Research on Hedonic and Eudaimonic Well-being. Annual Review of Psychology, 52, 141-166.
  248. Salonen, P., Lehtinen, E., & Olkinuora, E. (1998). Expectations and beyond: The development of motivation and learning in a classroom context. In J. Brophy (Ed.), Advances in research on teaching (Vol. 7, pp. 111-150). Greenwich, CT: JAI.
  249. Salonen, P., Lepola, J., & Niemi, P. (1998). The development of first grader’s reading skill as a function of pre-school motivational orientation and phonemic awareness. European Journal of Psychology of Education, 13, 155-174.
  250. Saracho, O. N., Dayton, C. M. (1991). Age-related changes in reading attitudes of children: A cross-cultural study. Journal of Research in Reading, 14, 33-45.
  251. Satz, P., & Fletcher, J. M. (1982). The Florida Kindergarten Screening Battery. Odessa, FL: Psychological Assessment Resources.
  252. Savage, R., Blair, R., & Rvachew, S. (2006). Rimes are not necessarily favored by prereaders: Evidence from meta- and epilinguistic phonological tasks. Journal of Experimental Child Psychology, 96(2), 183-205.
  253. Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, p. j. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (p. 75-119). York Press, Timonium, MD.
  254. Scarborough, H. S., Dobrich, W., & Hager, M. (1991). Preschool literacy experience and later reading achievement. Journal of Learning Disabilities, 24, 508-511.
  255. Share, D. L. (2004). Knowing letter names and learning letter sounds: a causal connection. Journal of Experimental Child Psychology, 88, 213-233.
  256. Share, D. L., & Gur, T. (1999). How reading begins: A study of preschoolers’ print identification strategies. Cognition and Instruction, 17, 177-213.
  257. Shatil, E., Share, D. L., Levin, I. (2000). On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 21, 1-21.
  258. Schatschneider, C., Fletcher, J. M., Francis, D. J., Carlson, C. D., Foorman, B. R. (2004). Kindergarten prediction of reading skills: A longitudinal comparative-analysis. Journal of Educational Psychology, 96, 265-282.
  259. Scher, D. (1996). Attitudes toward reading and children’s home literacy environment. Unpublished master’s thesis, University of Maryland Baltymore.
  260. Scher, D., & Baker, L. (1996). Attitudes toward reading and children’s home literacy environments. Poster session presented at the meeting of the American Educational Research Association, New York.
  261. Schiefele, U. (1996). Topic interest, text representation, and quality of experience. Contemporary Educational Psychology, 21, 3-18.
  262. Schneider, W., Roth, E., & Ennemoser, M. (2000). Training phonological skills and letterknowledge in children at risk for dyslexia: a comparison of three kindergarten intervention programs. Journal of Educational Psychology, 92, 284-295.
  263. Sénéchal, M. (2000). Examen du lien entre la lecture de livres et le développement du vocabulaire chez l’enfant préscolaire. Enfance, 2, 169-186.
  264. Sénéchal, M. & LeFevre, J. (2001). Storybook reading and parent teaching: Links to language and literacy development. In P. Rebello Britto & J. Brooks-Gunn (Eds.), The roles of family literacy environments in promoting young children's emergent literacies (pp. 39-52). San Francisco: Jossey-Bass.
  265. Sénéchal, M. & LeFevre, J. (2002). Parental involvement in the development of children’s reading skills: A five-year longitudinal study. Child Development, 73(2), 445-460.
  266. Sénéchal, M., Thomas, E.H., & Monker, J.A. (1995). Individual differences in 4-year-old children’s acquisition of vocabulary during storybook reading. Journal of Educational Psychology, 87, 218-229.
  267. Sénéchal, M., LeFevre, J., Hudson, E., & Lawson, E. P. (1996). Knowledge of storybooks as a predictor of young children’s vocabulary. Journal of Educational Psychology, 88, 520-536.
  268. Sénéchal, M., LeFevre, J.-A., Smith-Chant, B. L., & Colton, K.V. (2001). On refining theoretical models of emergent literacy. The role of empirical evidence. Journal of School Psychology, 39(5), 439-460).
  269. Sénéchal, M., LeFevre, J., Thomas, E., & Daley, K. (1998). Differential effects of home literacy experiences on the development of oral and written language. Reading Research Quarterly, 30, 96-116.
  270. Seymour, P. H. K., & Duncan, L. G. (1997). Small versus large unit theories of reading acquisition, Dyslexia, 3, 125-134.
  271. Shatil, E., Share, D., Levin, I. (2000). On the contribution of kindergarten writing to grade 1 literacy: A longitudinal study in Hebrew. Applied Psycholinguistics, 1, 1-21.
  272. Siegel, L. S., & Ryan, E. B. (1988). Development of grammatical sensitivity, phonological, and short-term memory in normally achieving and learning disabled children. Developmental Psychology, 24, 28-37.
  273. Silva, C., & Alves-Martins, M. (2002). Phonological skills and writing of pre-syllabic children. Reading Research Quarterly, 37, 466-483.
  274. Silver, A. A., & Hagin, R. A. (1975). Search. New York: Walker Educational Book Corporation.
  275. Smith, N. B. (1928). Matching ability as a factor in first grade reading. Journal of Educational Psychology, 19, 560-571.
  276. Snow, C. E., Tabors, P.O., Nicholson, P., & Kurland, B. (1994). Oral langage and early literacy skills in kindergarten and first grade children. Journal of Research in Childhood Education, 10, 37-48.
  277. Snow, C. E., Burns, M.S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  278. Sonnenschein, S. (2002). Engaging children in the appropriation of literacy: The importance of parental beliefs and practices. In O. N. Saracho & B. Spodel (Eds.), Contemporary perspectives in education: Literacy in early childhood education (pp.127-149). Greenwich, CT: Information Age Publishing.
  279. Sonnenschein, S., & Munsterman, K. (2002). The influence of home-based reading. Childhood Research Quarterly, 171, pp 1-20.
  280. Sonnenschein, S., & Schmidt, D. (2000). Fostering home and community connections to support children’s reading. In L. Baker, M.J. Dreher, & J. T. Guthrie (Eds.), Engaging young readers: Promoting achievement and Motivation (pp. 264-284). New York : Guilford.
  281. Sonnenschein, S., Brody, G., Munsterman, K. (1996). In L. Baker, P. Afflerbach, & D. Reinking (Eds). Developing engaged readers in school and home communities (pp 3-18). Mahwah, NJ: Erlbaum.
  282. Sonnenschein, S., Baker, L., Serpell, R. & R. Schmidt, D. (2000). Reading is a source of entertainment: the importance of the home perspective for children’s literacy development. In K. A. Roskos & J. F. Christie (Eds.), Play and literacy in early childhood : Research from multiple perspectives (pp 107-124). Mahwah, NJ: Erlbaum.
  283. Sonnenschein, S., Baker, L., Serpell, R., Scher, D., Fernandez-Fein, S., & Munsterman, K. (1996). Strands of emergent literacy and their antecedents in the home: Urban preschoolers’ early literacy dev elopement. Research Report #48. Athens, GA: National Reading Research Center.
  284. Sonnenschein, S., Baker, L., Serpell, R., Scher, D., Goddard-Truitt, V., & Munsterman, K. (1997). Parents beliefs about the way to help children learn to read: The impact of entertainment or a skills perspective. Early Child Development and Care, 127-128, 111-118.
  285. Sprenger-Charolles, L. & Bonnet, P. (1996). New doubts on the importance of the logographic stage: A longitudinal study of French children. Cahiers de Psychologie Cognitive, 15(2), 173-208.
  286. Sprenger-Charolles, L., & Casalis, S. (1996). Lecture et écriture : Acquisition et troubles du développement. Paris : PUF.
  287. Sprenger-Charolles, L. & Colé, P. (2003). Lecture et dyslexie. Approche cognitive. Paris: Dunod.
  288. Stahl S. A., & Murray, B. (1998). Issues involved in defining phonological awareness and its relation to early reading. In J. L. Mestala, & L. C. Ehri (Eds.), Word recognition in beginning literacy (pp. 65-87). London: Erlbaum.
  289. Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale, NJ: Erlbaum.
  290. Stanovich, K. E., Cunningham, A. E. (1992). Studying the consequences of literacy within a literate society: The cognitive correlates of print exposure. Memory & Cognition, 20, 51-68.
  291. Stanovich, K. E., West, R. F. (1989). Exposure to print and orthographic processing. Reading Research Quarterly, 24, 402-433.
  292. Stipek, D. J. (2001). Motivation to learn: Integrating theory and practice. Boston: Allyn & Bacon. 
  293. Stipek, D., Milburn, S., Clements, D., & Daniels, D. H. (1992). Parents' beliefs about appropriate education for young children. Journal of Applied Developmental Psychology, 13, 293-310.
  294. Storch, S. A., & Whitehurst, G. J. (2002). Oral language and code-related precursors to reading: evidence from a longitudinal structural model. Developmental Psychology, 38, 934-947.
  295. Stuart, M., & Coltheart, M. (1988). Does reading develop in a sequence of stages? Cognition, 30, 139-181.
  296. Sulzby, E., & Teale, W. (1991). Emergent literacy. In R. Barr, M. I. Kamil, P. Mosenthal, & D. Pearson (Eds.), Handbook of reading research, Vol II (pp. 727-757). New York: Longman.
  297. Sulzby, E., Branz, C. M., & Buhle, R. (1993). Repeated readings of literature and low socioeconomic status black kindergartners and first graders. Reading and Writing Quarterly, 9, 183-196.
  298. Swanson, H. L., Trainin, G., Necoechea, D. M., & Hammill, D. D. (2003). Rapid naming, phonological awareness, and reading: A meta-analysis of the correlational evidence. Review of Educational Research, 73, 407-444.
  299. Teale, W.H, & Sulzby, E. (1986). Emergent literacy as a perspective for examining how young children become writers and readers. In W.H. Teale & E. Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 7-25). Norwood, NJ: Ablex.
  300. Teale, W.H., & Sulzby, E. (1989). Emergent literacy: New perspectives. In D. S. Strickland & L. M Morrow (Eds), Emerging literacy: Young children learn to read and write (pp. 1-15). Newark, DE: International Reading Association.
  301. Teubal, E., & Dockrell, J. (2005). Children’ developing numerical notations: The impact of input display, numerical size and operational complexity. Learning and Instruction, 15, 257-280.
  302. Thompson, G. B., Letcher-Flinn, C. M., Cottrell, D. S. (1999). Learning correspondences between letters and phonemes without explicit instruction. Applied Psycholinguistics, 20, 21-50.
  303. Torgesen, J.K. (2001). The theory and practice of intervention: Comparing outcomes from prevention and remediation studies. In A.J. Fawcett & R.I. Nicholson (Eds.), Dyslexia: Theory and Good Practice (pp. 185-201). London: David Fulton Publishers.
  304. Torgesen, J. K., & Davis, C. (1996). Individual differences variables that preict response to training in phonological awareness. Journal of Experimental Child Psychology, 63, 1-21.
  305. Torgesen, J. K., Wagner, R., Rashotte, C. A., Rose, E., Lindamood, P., Conway, T., et al. (1999). Preventing reading failure in young children with phonological processing disabilities: Group and individual responses to instruction. Journal of Educational Psychology, 91, 579-593.
  306. Treiman, R. (1989 a). Preschool children’s explorations of letters in their own names. Applied Psycholinguistics, 10, 283-300.
  307. Treiman, R. (1989 b). Le rôle des unités intrasyllabiques dans l’apprentissage de la lecture. In L. Rieben, & C. Perfetti (Eds.), L’apprenti lecteur (pp 241-259). Neuchâtel: Delachaux Niestlé.
  308. Treiman, R. (1992). The rôle of intrasyllabic units in learning to read and spell. In P.B. Gough, L. Ehri, & R. Treiman (Eds.), Reading Acquisition (pp 65-106). Hillsdale, NJ: Erlbaum.
  309. Treiman, R. (1993). Beginning to spell: A study of first-grade children. New York: Oxford University Press.
  310. Treiman, R. (1994). Sources of information used by beginning spellers. In G.D.A. Brown, N.C. Ellis (Eds), Handbook of spelling. Theory, Process and Intervention (pp 75-91). London: Wiley.
  311. Treiman, R. (2006). Knowledge about letters as a foundation for reading an spelling. In R.M. Joshi & P.G. Aaron (Eds), Handbook of orthography and literacy. Mahwah, NJ: Erlbaum.
  312. Treiman, R., Broderick, V. (1998). What’s in a name: children’s knowledge about the letters in their own names. Journal of Experimental Child Psychology, 70, 97-110.
  313. Treiman, R., Cassar, M. (1997). L’acquisition de l’orthographe en anglais. In L. Rieben, M. Fayol, & C. Perfetti. Des orthographes et leur acquisition (pp 79-98).Paris: Delachaux- Niestlé.
  314. Treiman, R., & Kessler, B. (2003). The role of letters names in the acquisition of literacy. In R. V. Kail (Ed.), Advances in child development and behaviour (Vol. 31, pp. 105-135). San Diego: Academic Press.
  315. Treiman, R., & Kessler, B. (2004). The case of case: Children’s knowledge and use of upper- and lower case letters. Applied Psycholinguistics, 25, 413-428.
  316. Treiman, R., & Rodriguez, K. (1999). Young children use letter names in learning to read words. Psychological Science, 10, 334-338.
  317. Treiman, R., & Weatherston, S. (1992). Effects of linguistic structure on children’s ability to isolate initial consonants. Journal of Educational Psychology, 84, 174-181.
  318. Treiman, R., Berch, D., & Weatherston, S. (1993). Children’s use of phoneme-grapheme correspondences in spelling: Role of position and stress. Journal of Educational Psychology, 85, 466-477.
  319. Treiman, R., Kessler, B., & Bourassa, D. (2001). Children’s own names influence their spelling. Applied Psycholinguistics, 22, 555-570.
  320. Treiman, R., Sotak, L., & Bowman, M. (2001). The role of letter names and letter sounds in connecting print and speech. Memory & Cognition, 29(6), 860-873.
  321. Treiman, R., Tincoff, R., & Richmond-Welty, E. D. (1996). Letter names help children to connect print and speech. Developmental Psychology, 32(3), 505-514.
  322. Treiman, R., Tincoff, R., & Richmond-Welty, E. D. (1997). Beyond zebra: Preschoolers’ knowledge about letters. Applied Psycholinguistics, 18, 391-409.
  323. Treiman, R., Weatherston, S., & Berch, D. (1994). The role of letter names in children’s
  324. learning of phoneme-grapheme relations. Applied Psycholinguistics 15, 97-122.
  325. Treiman, R., Zukowski, A., & Richmond-Welty, E. D. (1995). What happened to the n of sink? Children’s spellings of final consonant clusters. Cognition, 55, 1-38.
  326. Treiman, R., Tincoff, R., Rodriguez, K., Mouzaki, A., & Francis, D. J. (1998). The foundations of literacy: learning the sound of letters. Child development, 69(6), 1524-1540.
  327. Tunmer, W. E., Herriman, M. J., & Nesdale, A. R. (1988). Metalinguistic abilities and beginning reading. Reading Research Quarterly, 23, 134-158.
  328. Van Kraayenoord, C. E., & Schneider, W. E. (1999). Reading achievement, metacognition, reading self-concept and interest: A study of German students in grades 3 and 4. European Journal of Psychology of Education, 14 (3), 305-324.
  329. Varnhagen, C. K., Boechler, P. M., & Steffler, D. J. (1999). Phonological and orthographic influences on children’s vowel spelling. Scientific Studies of Reading, 4, 363-379.
  330. Véronis, J. (1986). Etude quantitative sur le système graphique et phono-graphique du français. Cahiers de Psychologie Cognitive, 6(5), 501-531.
  331. Villaume, S. K., & Wilson, L. C. (1989). Preschool children’s explorations of letters in their own names. Applied Psycholinguistics, 10, 283-300.
  332. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1994). Development of reading-related phonological processing abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
  333. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R. et al (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468-479.
  334. Watkins, M. W., & Coffey, D. Y. (2004). Reading motivation: Multidimensional and indeterminate . Journal of Educational Psychology, 96, 110-118.
  335. Weinberger, J. (1996). A longitudinal study of children’s early literacy experiences at home and later literacy development at home and school. Journal of Research in Reading, 19, 14-24.
  336. Wells (1985). Language development in the preschool years. New York: Cambridge University Press.
  337. Whitehurst, G. J. (1996a, April). A structural equation model of the role of home literacy environment in the development of emergent literacy skills in children from low-income backgrounds. Paper presented at the annual convention of the American Educational Research Association, New York.
  338. Whitehurst, G. J. (1997a, April). Long-term effects of an emergent literacy intervention in Head Start. Presented as part of a symposium, Child and Family Literacy in the Context of Intervention Programs, at the 1997 meeting of the society for Research in Child Development, Washington, DC.
  339. Whitehurst, G. J., Arnold, D. H., Epstein, J. N., Angell, A. L., Smith, M., & Fischel, J. E. (1994). A picture book reading intervention in daycare and home for children from low-income families. Developmental Psychology, 30, 679-689.
  340. Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69, 848-872.
  341. Whitehurst, G., & Lonigan, C. (2001). Emergent literacy: Development from prereaders to readers. In S. B. Neuman & D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford.
  342. Wigfield, A. (1997). Children’s motivation for reading and reading engagement. In J. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 14-33). Newark, DE: International Reading Association.
  343. Wigfield, A, & Asher, S. R. (1984). Social and motivational influences on reading. In P. D. Pearson, R. Barr, M. Kamil, & P. Mosen (Eds), Handbook of reading research (pp. 423-452). New York: Longman.
  344. Wigfield, A., & Guthrie, J. T. (1995). Dimensions of children’s motivations for reading: An initial study (Reading Research Rep. No.34). Athens, GA: National Reading Research Center.
  345. Windfuhr, K. L., & Snowling, M. J. (2001).the relation between paired associate learning and phonological skills in normally developing readers. Journal of Experimental Child Psychology, 80, 160-173.
  346. Wolf, M., & Bowers, P. G. (1999). The double-deficit hypothesis for the developmental dyslexia. Journal of Educational Psychology, 91, 415-438.
  347. Wood, C., & Terrell, C. (1998b). Poor readers’ ability to detect speech rhythm and perceive rapid speech. British Journal of Developmental Psychology, 16, 397-413.
  348. Worden, P. E., & Boettcher, W. (1990). Young children’s acquisition of alphabet knowledge. Journal of Reading Behavior, 22, 277-295.
  349. Yaden, D., Rowe, D., & MacGillivray, L. (2000). Emergent literacy: a matter (polyphony) perspectives. In M. Kamil, P. Mosenthal, P. Pearson & R. Barr (Eds.), Handbook of reading research, Vol 3 (pp. 425-454). Mahwah, NJ: Erlbaum.