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Arlin, M. (1984). Time, Equality, and Mastery Learning. Review of Educational Research, 54(1), 65-86. https://0-doi-org.catalogue.libraries.london.ac.uk/10.3102/00346543054001065
Besse, J.-M. (1990). L’enfant et la construction de la langue écrite. Revue française de pédagogie, 90(1), 17-22. https://0-doi-org.catalogue.libraries.london.ac.uk/10.3406/rfp.1990.1392
Bowey, J. A. (1995). Socioeconomic status differences in preschool phonological sensitivity and first-grade reading achievement. Journal of Educational Psychology, 87(3), 476-487. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1037/0022-0663.87.3.476
Bradley, L., & Bryant, P. E. (1983). Categorizing sounds and learning to read—a causal connection. Nature, 301(5899), 419-421. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1038/301419a0
Brenna, B. A. (1995). The metacognitive reading strategies of five early readers. Journal of Research in Reading, 18(1), 53-62. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1467-9817.1995.tb00068.x
Gough, P. B., Ehri, L. C., & Treiman, R. (Eds.). (2017). Reading Acquisition (1–). Routledge. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4324/9781351236904
Campbell, R., & Butterworth, B. (1985). Phonological Dyslexia and Dysgraphia in a Highly Literate Subject: A Developmental Case with Associated Deficits of Phonemic Processing and Awareness. The Quarterly Journal of Experimental Psychology Section A, 37(3), 435-475. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1080/14640748508400944
Carrillo, M. (1994). Development of phonological awareness and reading acquisition. Reading and Writing, 6(3), 279-298. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/bf01027086
Carroll, J. B. (1963). A Model of School Learning. In Teachers College Record: The Voice of Scholarship in Education (Vols. 64, Issues 8, pp. 1-9). SAGE Publications. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1177/016146816306400801
Carver, R. P., & Leibert, R. E. (1995). The Effect of Reading Library Books at Different Levels of Difficulty upon Gain in Reading Ability. Reading Research Quarterly, 30(1), 26. https://0-doi-org.catalogue.libraries.london.ac.uk/10.2307/747743
CATTELL, J. M. (1886). THE TIME TAKEN UP BY CEREBRAL OPERATIONS. Mind, os-XI(42), 220-242. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1093/mind/os-xi.42.220
Chauveau, G., & Rogovas-Chauveau, E. (1990). Les processus interactifs dans le savoir-lire de base. Revue française de pédagogie, 90(1), 23-30. https://0-doi-org.catalogue.libraries.london.ac.uk/10.3406/rfp.1990.1393
Cunningham, A. E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50(3), 429-444. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1016/0022-0965(90)90079-n
Dreeben, R., & Barr, R. (1988). The Formation and Instruction of Ability Groups. American Journal of Education, 97(1), 34-64. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1086/443912
Durkin, D. (1990). Matching Classroom Instruction with Reading Abilities. In Remedial and Special Education (Vols. 11, Issues 3, pp. 23-28). SAGE Publications. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1177/074193259001100307
Ehri, L. C., & Wilce, L. S. (1985). Movement into Reading: Is the First Stage of Printed Word Learning Visual or Phonetic?. Reading Research Quarterly, 20(2), 163. https://0-doi-org.catalogue.libraries.london.ac.uk/10.2307/747753
Ehri, L. C., & Wilce, L. S. (1987). Cipher versus cue reading: An experiment in decoding acquisition. Journal of Educational Psychology, 79(1), 3-13. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1037/0022-0663.79.1.3
Elley, W. B. (1991). Acquiring Literacy in a Second Language: The Effect of Book-Based Programs *. Language Learning, 41(3), 375-411. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1467-1770.1991.tb00611.x
Fijalkow, J. (Ed.). (1996). L’entrée dans l’écrit (1–). Presses universitaires du Midi. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.25026
Fijalkow, J. (Ed.). (1996). L’entrée dans l’écrit (1–). Presses universitaires du Midi. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.25026
Patterson, K. E., Marshall, J. C., & Coltheart, M. (Eds.). (2017). Surface Dyslexia (1–). Routledge. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4324/9781315108346
Gathercole, S. E., & Baddeley, A. D. (1993). Phonological working memory: A critical building block for reading development and vocabulary acquisition?. European Journal of Psychology of Education, 8(3), 259-272. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/bf03174081
Gettinger, M. (1984). Measuring Time Needed for Learning to Predict Learning Outcomes. Exceptional Children, 51(3), 244-248. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1177/001440298405100309
Goswami, U., & Mead, F. (1992). Onset and Rime Awareness and Analogies in Reading. Reading Research Quarterly, 27(2), 152. https://0-doi-org.catalogue.libraries.london.ac.uk/10.2307/747684
Goswami, U. (1986). Children’s use of analogy in learning to read: A developmental study. Journal of Experimental Child Psychology, 42(1), 73-83. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1016/0022-0965(86)90016-0
GOSWAMI, U. (1993). Phonological Skills and Learning to Read. Annals of the New York Academy of Sciences, 682(1 Temporal Info), 296-311. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1749-6632.1993.tb22977.x
Greaney, V., & Neuman, S. B. (1990). The Functions of Reading: A Cross-Cultural Perspective. Reading Research Quarterly, 25(3), 172. https://0-doi-org.catalogue.libraries.london.ac.uk/10.2307/748001
Grisay, A., Delhaxhe, A., Massoz, D., & Hindryckx, G. (1990). Quelle approche du langage écrit à la maison et à l’école ? [Le point de vue des parents]. Revue française de pédagogie, 91(1), 47-57. https://0-doi-org.catalogue.libraries.london.ac.uk/10.3406/rfp.1990.1387
Guimaraes, A. S., & Youngman, M. (1995). Portuguese preschool teachers’ beliefs about early literacy development. Journal of Research in Reading, 18(1), 39-52. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1467-9817.1995.tb00067.x
Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis. Child Development, 65(1), 41. https://0-doi-org.catalogue.libraries.london.ac.uk/10.2307/1131364
Hoien, T., & Lundberg, I. (1988). Stages of Word Recognition in Early Reading Development. Scandinavian Journal of Educational Research, 32(4), 163-182. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1080/0031383880320402
Juel, C. (1995). The messenger may be wrong, but the message may be right. Journal of Research in Reading, 18(2), 146-153. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1467-9817.1995.tb00081.x
LARSEN, J. (1990). MRI evaluation of the size and symmetry of the planum temporale in adolescents with developmental dyslexia*1. In Brain and Language (Vols. 39, Issues 2, pp. 289-301). Elsevier BV. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1016/0093-934x(90)90015-9
Louvet-Schmauss, E., & Prêteur, Y. (1993). Conceptualization of the writing system and knowing how to use a children’s book at preschool age as predictors of reading and writing acquisition in the first year of primary school: A comparative study between France and Germany. European Journal of Psychology of Education, 8(3), 221-234. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/bf03174078
Lundberg, I., Frost, J., & Petersen, O.-P. (1988). Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children. Reading Research Quarterly, 23(3), 263-284. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1598/rrq.23.3.1
Mann, V. A., & Liberman, I. Y. (1984). Phonological Awareness and Verbal Short-Term Memory. Journal of Learning Disabilities, 17(10), 592-599. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1177/002221948401701005
Morais, J., Bertelson, P., Cary, L., & Alegria, J. (1986). Literacy training and speech segmentation. Cognition, 24(1-2), 45-64. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1016/0010-0277(86)90004-1
OLOFSSON, ÅKE, & LUNDBERG, I. (1983). Can phonemic awareness be trained in kindergarten?. Scandinavian Journal of Psychology, 24(1), 35-44. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1467-9450.1983.tb00473.x
Joshi, R. M., & Leong, C. K. (Eds.). (1993). Reading Disabilities: Diagnosis and Component Processes (1–). Springer Netherlands. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/978-94-011-1988-7
Pazzaglia, F., Cornoldi, C., & Tressoldi, P. E. (1993). Learning to read: Evidence on the distinction between decoding and comprehension skills. European Journal of Psychology of Education, 8(3), 247-258. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/bf03174080
Pillsbury, W. B. (1897). A Study in Apperception. The American Journal of Psychology, 8(3), 315. https://0-doi-org.catalogue.libraries.london.ac.uk/10.2307/1411485
Pontecorvo, C., & Zucchermaglio, C. (1989). From Oral to Written Language: Preschool Children Dictating Stories. Journal of Reading Behavior, 21(2), 109-126. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1080/10862968909547664
Studies in Written Language and Literacy (1–). (1–). John Benjamins Publishing Company. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1075/swll
Current Issues in Linguistic Theory (1–). (1–). John Benjamins Publishing Company. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1075/cilt
Pontecorvo, C. (2014). Children’s Early Text Construction (1–). Routledge. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4324/9781315044828
Prêteur, Y., & Louvet-Schmauss, E. (1991). Conceptions éducatives parentales vis-à-vis de l’apprentissage de la lecture chez l’enfant d’âge préscolaire. Etude comparative selon deux systèmes socioculturels et politiques (rfa et France). Enfance, 44(1), 83-97. https://0-doi-org.catalogue.libraries.london.ac.uk/10.3406/enfan.1991.1967
Prêteur, Y., & Louvet-Schmauss, E. (1992). How french and German children of preschool age conceptualize the writing system. European Journal of Psychology of Education, 7(1), 39-49. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/bf03172820
Preteur, Y., & Louvet-Schmauss, E. (1994). Representations et competences vis-a-vis de l’ecrit chez des enfants francais et allemands d’age prescolaire. Journal of Research in Reading, 17(1), 29-45. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1467-9817.1994.tb00050.x
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Reicher, G. M. (1969). Perceptual recognition as a function of meaningfulness of stimulus material. Journal of Experimental Psychology, 81(2), 275-280. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1037/h0027768
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Dornič, S. (2022). Attention and Performance VI (1–). Routledge. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4324/9781003309734
Leong, C. K., & Joshi, R. M. (Eds.). (1997). Cross-Language Studies of Learning to Read and Spell (1–). Springer Netherlands. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/978-94-017-1197-5
Schneider, W., & Näslund, J. C. (1993). The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC). European Journal of Psychology of Education, 8(3), 273-287. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/bf03174082
Schneider, W., Küspert, P., Roth, E., Visé, M., & Marx, H. (1997). Short- and Long-Term Effects of Training Phonological Awareness in Kindergarten: Evidence from Two German Studies. In Journal of Experimental Child Psychology (Vols. 66, Issues 3, pp. 311-340). Elsevier BV. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1006/jecp.1997.2384
Seidenberg, M. (1985). The time course of phonological code activation in two writing systems. Cognition, 19(1), 1-30. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1016/0010-0277(85)90029-0
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Stanovich, K. E., & Stanovich, P. J. (1995). How research might inform the debate about early reading acquisition. Journal of Research in Reading, 18(2), 87-105. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1467-9817.1995.tb00075.x
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Sublet, F., & Prêteur, Y. (1988). Les conduites réflexives d’enfants de 5 à 6 ans vis-à-vis des livres de jeunesse. Revue française de pédagogie, 85(1), 47-54. https://0-doi-org.catalogue.libraries.london.ac.uk/10.3406/rfp.1988.1436
Treiman, R. (1985). Onsets and rimes as units of spoken syllables: Evidence from children. Journal of Experimental Child Psychology, 39(1), 161-181. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1016/0022-0965(85)90034-7
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Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: word recognition in English and German children. Cognition, 51(1), 91-103. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1016/0010-0277(94)90010-8
Wimmer, H., & Hummer, P. (1990). How German-speaking first graders read and spell: Doubts on the importance of the logographic stage. Applied Psycholinguistics, 11(4), 349-368. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1017/s0142716400009620
Arlin, Marshall. “Time, Equality, and Mastery Learning”. Review of Educational Research 54, no. 1 (March 1984): 65-86. https://0-doi-org.catalogue.libraries.london.ac.uk/10.3102/00346543054001065.
Besse, Jean-Marie. “L’enfant et la construction de la langue écrite”. Revue française de pédagogie 90, no. 1 (1990): 17-22. https://0-doi-org.catalogue.libraries.london.ac.uk/10.3406/rfp.1990.1392.
Bowey, Judith A. “Socioeconomic Status Differences in Preschool Phonological Sensitivity and First-Grade Reading Achievement”. Journal of Educational Psychology 87, no. 3 (1995): 476-87. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1037/0022-0663.87.3.476.
Bradley, L., and P. E. Bryant. “Categorizing Sounds and Learning to read—a Causal Connection”. Nature 301, no. 5899 (February 1983): 419-21. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1038/301419a0.
Brenna, Beverley A. “The Metacognitive Reading Strategies of Five Early Readers”. Journal of Research in Reading 18, no. 1 (February 1995): 53-62. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1467-9817.1995.tb00068.x.
Gough, Philip B., Linnea C. Ehri, and Rebecca Treiman, eds. Reading Acquisition. []. Routledge, 2017. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4324/9781351236904.
Campbell, Ruth, and Brian Butterworth. “Phonological Dyslexia and Dysgraphia in a Highly Literate Subject: A Developmental Case With Associated Deficits of Phonemic Processing and Awareness”. The Quarterly Journal of Experimental Psychology Section A 37, no. 3 (August 1985): 435-75. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1080/14640748508400944.
Carrillo, Marisol. “Development of Phonological Awareness and Reading Acquisition”. Reading and Writing 6, no. 3 (September 1994): 279-98. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/bf01027086.
Carroll, John B. “A Model of School Learning”. Teachers College Record: The Voice of Scholarship in Education. SAGE Publications, May 1963. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1177/016146816306400801.
Carver, Ronald P., and Robert E. Leibert. “The Effect of Reading Library Books at Different Levels of Difficulty Upon Gain in Reading Ability”. Reading Research Quarterly 30, no. 1 (January 1995): 26. https://0-doi-org.catalogue.libraries.london.ac.uk/10.2307/747743.
CATTELL, JAMES MCKEEN. “THE TIME TAKEN UP BY CEREBRAL OPERATIONS”. Mind os-XI, no. 42 (1886): 220-42. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1093/mind/os-xi.42.220.
Chauveau, Gérard, and Eliane Rogovas-Chauveau. “Les processus interactifs dans le savoir-lire de base”. Revue française de pédagogie 90, no. 1 (1990): 23-30. https://0-doi-org.catalogue.libraries.london.ac.uk/10.3406/rfp.1990.1393.
Cunningham, Anne Elizabeth. “Explicit Versus Implicit Instruction in Phonemic Awareness”. Journal of Experimental Child Psychology 50, no. 3 (December 1990): 429-44. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1016/0022-0965(90)90079-n.
Dreeben, Robert, and Rebecca Barr. “The Formation and Instruction of Ability Groups”. American Journal of Education 97, no. 1 (November 1988): 34-64. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1086/443912.
Durkin, Dolores. “Matching Classroom Instruction With Reading Abilities”. Remedial and Special Education. SAGE Publications, May 1990. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1177/074193259001100307.
Ehri, Linnea C., and Lee S. Wilce. “Movement into Reading: Is the First Stage of Printed Word Learning Visual or Phonetic?”. Reading Research Quarterly 20, no. 2 (1985): 163. https://0-doi-org.catalogue.libraries.london.ac.uk/10.2307/747753.
Ehri, Linnea C., and Lee S. Wilce. “Cipher Versus Cue Reading: An Experiment in Decoding Acquisition”. Journal of Educational Psychology 79, no. 1 (1987): 3-13. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1037/0022-0663.79.1.3.
Elley, Warwick B. “Acquiring Literacy in a Second Language: The Effect of Book-Based Programs *”. Language Learning 41, no. 3 (September 1991): 375-411. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1467-1770.1991.tb00611.x.
Fijalkow, Jacques, ed. L’entrée Dans l’écrit. []. Presses universitaires du Midi, 1996. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.25026.
Fijalkow, Jacques, ed. L’entrée Dans l’écrit. []. Presses universitaires du Midi, 1996. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.25026.
Patterson, K. E., J. C. Marshall, and M. Coltheart, eds. Surface Dyslexia. []. Routledge, 2017. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4324/9781315108346.
Gathercole, Susan E., and Alan D. Baddeley. “Phonological Working Memory: A Critical Building Block for Reading Development and Vocabulary Acquisition?”. European Journal of Psychology of Education 8, no. 3 (September 1993): 259-72. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1007/bf03174081.
Gettinger, Maribeth. “Measuring Time Needed for Learning to Predict Learning Outcomes”. Exceptional Children 51, no. 3 (November 1984): 244-48. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1177/001440298405100309.
Goswami, Usha, and Felicity Mead. “Onset and Rime Awareness and Analogies in Reading”. Reading Research Quarterly 27, no. 2 (1992): 152. https://0-doi-org.catalogue.libraries.london.ac.uk/10.2307/747684.
Goswami, Usha. “Children’s Use of Analogy in Learning to Read: A Developmental Study”. Journal of Experimental Child Psychology 42, no. 1 (August 1986): 73-83. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1016/0022-0965(86)90016-0.
GOSWAMI, USHA. “Phonological Skills and Learning to Read”. Annals of the New York Academy of Sciences 682, no. 1 Temporal Info (June 1993): 296-311. https://0-doi-org.catalogue.libraries.london.ac.uk/10.1111/j.1749-6632.1993.tb22977.x.
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Nyssen, M.-C., & Terwagne, S. (2001). Bibliographie. In L’apprentissage de la lecture en Europe (1‑). Presses universitaires du Midi. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.4028
Nyssen, Marie-Claire, et Serge Terwagne. « Bibliographie ». In L’apprentissage de la lecture en Europe. Toulouse: Presses universitaires du Midi, 2001. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.4028.
Nyssen, Marie-Claire, et Serge Terwagne. « Bibliographie ». L’apprentissage de la lecture en Europe, Presses universitaires du Midi, 2001, https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.4028.
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Godenir, A., Nyssen, M.-C., & Terwagne, S. (2001). L’apprentissage de la lecture en Europe (1‑). Presses universitaires du Midi. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.3956
Godenir, Anne, Marie-Claire Nyssen, et Serge Terwagne. L’apprentissage de la lecture en Europe. Toulouse: Presses universitaires du Midi, 2001. https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.3956.
Godenir, Anne, et al. L’apprentissage de la lecture en Europe. Presses universitaires du Midi, 2001, https://0-doi-org.catalogue.libraries.london.ac.uk/10.4000/books.pumi.3956.