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Ball, E. (1993). Assessing phoneme awareness. Language, Speech, and Hearing in Schools, 24, 130-139.

Blachman, B. (1994). What we have learned from longitudinal studies of phonological awareness andreading, and some unanswered questions: A response to Torgresen, Wagner & Rashotte. Journal ofLearning Disabilities, 27, 287-291.

Bradley, L., & Bryant, P.E. (1983). Categorizing sounds and learning to read A causal connection. Nature,301, 419-421.

Fayne, H. & Bryant D., (1981). Relative effects of various word synthesis strategies on the phonics achievementof learning disabled youngsters, Journal of Educational Psychology, vol. 73, No. 5, 616-623.

Juel, C., Griffith, P. & Gough, P. (1986). Acquisition of literacy: A longitudinal study of children in first andsecond grade. Journal of Educational Psychology, 80, 437-447.

Lewkowizc, N. (1980). Phonemic awareness training: what to teach and how to teach it, Journal of EducationalPsychology, vol.72, No. 5, 686-700.

, . (1992). , , 61,81 93.

Vellutino, F.R. (1991). Introduction to three studies to reading acquisition: Convergentfindings on theoretical foundations of code-oriented versus whole-language approaches to readinginstruction. Journal of Educational Psychology, 83, 437-443.

Wagner, R.K., Torgesen, J.K., & Rashotte, C.A. (1994). Development of reading-relatedphonological processing abilities: New evidence of bidirectional causality from a latent variablelongitudinal study. Developmental Psychology, 30,73-87.

Wagner, R.K. & Torgesen, J.K. (1987). The nature of phonological processing and itscausal role in the acquisition of reading skills. Psychological Bulletin, 101, 192-212.

Yopp, H.K. (1988). The validity and reability of phonemic awareness tests. ReadingResearch Quarterly, 23, 159-177.