T

1. Tabossi, P., Collina, S., Mazzetti, M., & Zoppello, M. (2000). Syllables in the processing of spoken Italian. Journal of Experimental Psychology: Human Perception and Performance, 26, 758–775.
2. Taft, M. (1979). Recognition of affixed words and the word frequency effect. Memory and Cognition, 7, 263-272.
3. Taft, M., & Radeau, M. (1995). The influence of the phonological characteristics of language on the functional units of reading: a study in French. Canadian Journal of Experimental Psychology, 49, 330-346.
4. Tallal, P., Miller, S.L., Bedi, G., Byma, G., Wang, X., Nagarajan, S.S., Schreiner, C., Jenkins, W.M., & Mezernich, M.M. (1996). Language comprehension in language- learning impaired children improved with acoustically modified speech. Science, 271, 81-84.
5. Tomasello, M. (2003). Constructing a Language, a Usage-Based Theory of Language
6. Acquisition. Cambridge: Harvard University Press.
7. Torgesen, J. K. (2000). Individual differences in response to early interventions in reading: The lingering problem of treatment resisters. Learning Disabilities & Practice, 15, 55-64.
8. Torgesen, J. K. (2002 a). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.
9. Torgesen, J.K. (2002 b). Lessons learned from intervention research in reading: A way to go before we rest. Learning and Teaching,1(1) , 89-103.
10. Torgesen, J., Alexander, A., Wagner, R., Rashotte, C., Voeller, K., Conway, T. & Rose, E. (2001). Intensive remedial instruction for children with severe reading disabilities: Immediate and long-term outcomes from two instructional approaches. Journal of Learning Disabilities, 34, 33-58.
11. Torgesen, J.K., & Barker, T. (1995). Computer as aids in the prevention and remediation of reading disabilies. Learning Disabilities Quarterly, 18, 76-88.
12. Torgesen, J.K., Rashotte, C.A., Alexander, A. (2001). Principles of fluency instruction in reading: Relationships with established empirical outcomes. In M. Wolf (Eds.), Dyslexia, Fluency, and the Brain (pp. 333-355). Parkton, MD: York Press.
13. Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Burgess, S., & Hecht, S. (1997). Contributions of phonological awareness and rapid naming ability to growth of word-reading skills in second-to fifth-grade children. Scientific Studies of Reading, 1, 161-195.
14. Torgesen, J.K., Wagner, R.K., Rashotte, C.A., Lindamood, P., Rose, E., Conway, T., & Garvan, C. (1999). Preventing reading failure in young children with phonological processing disabilities: group and individual responses to instruction. Journal of Educational Psychology, 91 (4), 579-593.
15. Transler, C., Leybaert, J., Gombert, J.-E. (1999). Do deaf children use spoken syllables as reading units? Journal of Deaf Study and Deaf Education, 4, 124-143.
16. Treiman, R. (1987). On the relationship between phonological awareness and literacy. European Bulletin of Cognitive Psychology, 7, 524-529.
17. Treiman, R. (1989). Le role des unités intrasyllabiques dans l’apprentissage de la lecture. In L. Rieben, et C. Perfetti (Eds.), L’apprenti-lecteur : Recherches empiriques et implications pédagogiques. Neuchâtel : Delachaux et Niestlé.
18. Treiman, R. (1991). Children’s spelling errors on syllable-initial consonant clusters. Journal of Educational Psychology, 83, 346–360.
19. Treiman, R. (1992). The role of intrasyllabic units in learning to read and spell. In P. Gough, L.C. Ehri, and R. Treiman (Eds.), Reading acquisition (pp. 65-106). Hillsdale, NJ: Lawrence Erlbaum Associates.
20. Treiman, R. & Cassar, M. (1997). L’acquisition de l’orthographe en anglais. In L. Rieben, M. Fayol & C. A. Perfetti (Eds.), Des orthographes et leur acquisition (pp.79-99). Lausanne: Delachaux et Niestlé.
21. Treiman, R., & Dannis, C. (1988a). Short-term memory errors for spoken syllables are affected by the linguistic structure of the syllables. Journal of Experimental Psychology: Learning Memory and Cognition, 14, 145-152.
22. Treiman R., & Dannis C. (1988b).Syllabification of intervocalic consonants. Journal of Memory and Language, 27, 87-104.
23. Treiman, R., Fowler, C. A., Gross, J., Berch, D., & Weatherston, S. (1995). Syllable structure or word structure? Evidence for onset and rime units with disyllabic and trisyllabic stimuli. Journal of Memory and Language, 34,132–155.
24. Treiman, R., Goswami, U., Bruck, M. (1990). Not all nonwords are alike : Implications for reading development and theory. Memory and Cognition, 18, 559-567.
25. Trieman, R. & Zukowski, A. (1991). Levels of phonological awareness. In S. Brady & D. Shankweiler (Eds.), Phonological Processes in Literacy (pp. 67-83). Lawrence Erlbaum, NJ.
26. Treiman, R., & Zukowski, A. (1996). Children’s sensitivity to syllables, onsets, rimes, and phonemes. Journal of Experimental Child Psychology, 61, 193–215.
27. Treisman, A., & Schmidt, H. (1982). Illusory conjunctions in the perception of objects. Cognitive Psychology, 14, 107-141.
28. Troia, G. A. (1999). Phonological awareness intervention research: A critical review of the experimental methodology. Reading Research Quarterly, 34, 28-52.