Book contents
- The Cambridge Handbook of Child Language, second edition
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Child Language
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Book part
- 1 Introduction: perspectives on child language
- Part One Theoretical and methodological approaches
- Part Two Early developments
- Part Three Phonology, morphology and syntax
- Part Four Semantics, pragmatics and discourse
- Part Five Varieties of development
- Part Six Reading
- 30 Precursors to reading: phonological awareness and letter knowledge
- 31 Reading disorders
- 32 Predictors of reading skills across languages
- 33 Neurobiology of reading disorders: implications of functional neuroimaging studies in dyslexia and specific reading comprehension deficits
- 34 The developmentof reading comprehension skill: processing and memory
- References
- Index
- References
30 - Precursors to reading: phonological awareness and letter knowledge
from Part Six - Reading
Published online by Cambridge University Press: 05 November 2015
Book contents
- The Cambridge Handbook of Child Language, second edition
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Child Language
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Book part
- 1 Introduction: perspectives on child language
- Part One Theoretical and methodological approaches
- Part Two Early developments
- Part Three Phonology, morphology and syntax
- Part Four Semantics, pragmatics and discourse
- Part Five Varieties of development
- Part Six Reading
- 30 Precursors to reading: phonological awareness and letter knowledge
- 31 Reading disorders
- 32 Predictors of reading skills across languages
- 33 Neurobiology of reading disorders: implications of functional neuroimaging studies in dyslexia and specific reading comprehension deficits
- 34 The developmentof reading comprehension skill: processing and memory
- References
- Index
- References
- Type
- Chapter
- Information
- The Cambridge Handbook of Child Language , pp. 661 - 680Publisher: Cambridge University PressPrint publication year: 2015
References
Suggestions for further reading
Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111.CrossRefGoogle Scholar
Foulin, J. N. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18, 129–55.Google Scholar
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665–81.CrossRefGoogle ScholarPubMed
van der Leij, A., van Bergen, E., van Zuijen, T., de Jong, P., Maurits, N., & Maassen, B. (2013). Precursors of developmental dyslexia: an overview of the longitudinal Dutch dyslexia programme study. Dyslexia, 19, 191–213.CrossRefGoogle ScholarPubMed
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.CrossRefGoogle Scholar
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