Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Bradley, L. y Bryant, P. (1983). Categorizing sounds and learning to read a causal connection.
Nature, 301, 419–421.
Carrol, J.; Snowling, M.; Hulme, Ch. & Stevenson, J. (2003). The Development of Phonological
Awareness in Preschool Children. Developmental Psychology, 39 (5) 913–923.
Gombert, J. (1992). Metalinguistic Development. Chicago: The University of Chicago Press
Hatcher, P. J., Hulme, C., y Ellis, A. (1994). Ameliorating early Reading failure by integrating the
teaching of reading and phonological skills: The phonological linkage hypothesis. Child
Development, 65, 41–57.
Lundberg, I., Frost, J., y Peterson, O. (1988). Effects of an extensive program for stimulating
phonological awareness in pre-school children. Reading Research Quarterly, 23, 263–284.
Metsala, J. (1999). Young Children's Phonological Awareness and Nonword Repetition
as a Function of Vocabulary Development. Journal of Educational Psychology,
91(1),3-19
Rack, J., Hulme, C., Snowling, M. J., y Wightman, J. (1994). The role of phonology in young
children learning to read words: The direct mapping hypothesis. Journal of Experimental
Child Psychology 57, 42–71.
Simone, R. (2001). Fundamentos de Lingüística, Barcelona: Ariel.
Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role
in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.
Ziegler, J. y Goswami, U. (2005). Reading Acquisition, Developmental Dyslexia, and Skilled
Reading Across Languages: A Psycholinguistic Grain Size Theory. Psychological Bulletin, 131
(1), 3-29.