Vai ai contenuti. | Spostati sulla navigazione | Spostati sulla ricerca | Vai al menu | Contatti | Accessibilità

| Crea un account

Costenaro, Verusca (2011) Phonological Awareness and Reading Acquisition:
An Educational Proposal for Introducing English in Italian Preschools.
[Tesi di dottorato]

Full text disponibile come:

[img]
Anteprima
Documento PDF - Versione sottomessa
3882Kb

Abstract (inglese)

Phonological awareness refers to children’s ability to distinguish and manipulate the auditory segments of spoken language, such as syllables and phonemes. This work investigates phonological awareness skills in preschool children in relation to children’s later development of reading and writing abilities, both in an L1 and an L2. First of all, we explore the situation of early foreign/second language teaching/learning in Italy, as well as the issues that are unsolved or neglected within the field of early language teaching methodology. What follows is a detailed description of phonological awareness skills and development in English-speaking children, and of its role within children’s process of learning to read and write an alphabetic or a non-alphabetic L1. We then review some of the most relevant evidence-based studies that give support to the role of phonological awareness as an emergent literacy skill in preschool children, and as a predictor of children’s later literacy acquisition. The positive relationship between phonological awareness training programs for preschool children and their phonological awareness and literacy development is also examined. This study then investigates the development of phonological awareness in children acquiring a language other than English as their L1, or English as a second language, as well as the issue of transfer of phonological awareness skills across English and other alphabetic or non-alphabetic languages in plurilingual educational settings. The following section describes the general educational environment where phonological awareness tasks in English as a foreign language could be carried out in Italian preschools, as well as the features of these activities. Lastly, we present a set of newly designed teaching/learning activities and games in English aimed at fostering Italian preschool children’ phonological awareness skills, as well as their overall oral skills (both listening/speaking skills and pronunciation skills) in English.

Abstract (italiano)

Il termine consapevolezza fonologica si riferisce alla capacità dei bambini di dintinguere e manipolare i segmenti uditivi della lingua parlata, come le sillabe o i fonemi. La presente tesi esamina le abilità di consapevolezza fonologica nei bambini in età
prescolare in relzione al successivo sviluppo delle loro abilità di letto-scrittura, sia in lingua nativa che in una lingua seconda. Innanzitutto, viene esaminata la situazione dell’insegnamento/apprendimento precoce delle lingue straniere/seconde in Italia, nonché le problematiche ancora irrisolte o trascurate nel campo della glottodidattica precoce. Segue una descrizione dettagliata delle abilità di consapevolezza fonologica e del ruolo svolto da tali abilità nel processo di acquisizione della letto-scrittura in una L1, sia alfabetica che non. Vengono poi esaminati gli studi sperimentali di maggior rilievo che supportano il ruolo della consapevolezza fonologica in quanto abilità di alfabetizzazione emergente nei bambini, nonché indicatore dell’acquisizione delle abilità di letto-scrittura in età successiva. Viene analizzata la relazione positiva tra la somministrazione di programmi di sviluppo della consapevolezza fonologica nei bambini in età prescolare e lo sviluppo delle loro abilità di consapevolezza fonologica e di letto-scrittura. Viene poi affrontata la tematica dello sviluppo delle abilità di consapevolezza fonologica nei bambini che acquisiscono una lingua nativa diversa dall’inglese, o l’inglese come lingua seconda, nonché il fenomeno del transfer delle abilità di consapevolezza fonologica tra l’inglese e altre lingue alfabetiche o non alfabetiche, in contesti educativi plurilingui. Segue una descrizione del contesto educativo generale in cui si propone di inserire attività didattiche in lingua inglese di sviluppo della consapevolezza fonologica all’interno delle scuole dell’infanzia italiane. La sezione conclusiva presenta una serie di attività e giochi didattici in inglese, tesi allo sviluppo delle abilità di consapevolezza fonologica nei bambini in età prescolare,
nonché delle loro abilità orali in generale (sia di ascolto/parlato che di pronuncia) in lingua inglese.

Statistiche Download - Aggiungi a RefWorks
Tipo di EPrint:Tesi di dottorato
Relatore:Santipolo, Matteo
Dottorato (corsi e scuole):Ciclo 23 > Scuole per il 23simo ciclo > SCIENZE LINGUISTICHE, FILOLOGICHE E LETTERARIE > LINGUISTICA, FILOLOGIA E LETTERATURE ANGLO-GERMANICHE
Data di deposito della tesi:NON SPECIFICATO
Anno di Pubblicazione:03 Gennaio 2011
Parole chiave (italiano / inglese):early language teaching methodology, second language acquisition, phonological awareness, emergent literacy, reading skills
Settori scientifico-disciplinari MIUR:Area 10 - Scienze dell'antichità, filologico-letterarie e storico-artistiche > L-LIN/12 Lingua e traduzione - Lingua inglese
Struttura di riferimento:Dipartimenti > Dipartimento di Lingue e Letterature Anglo-Germaniche e Slave
Codice ID:3268
Depositato il:19 Lug 2011 10:27
Simple Metadata
Full Metadata
EndNote Format

Bibliografia

I riferimenti della bibliografia possono essere cercati con Cerca la citazione di AIRE, copiando il titolo dell'articolo (o del libro) e la rivista (se presente) nei campi appositi di "Cerca la Citazione di AIRE".
Le url contenute in alcuni riferimenti sono raggiungibili cliccando sul link alla fine della citazione (Vai!) e tramite Google (Ricerca con Google). Il risultato dipende dalla formattazione della citazione.

AARON, P.G., & JOSHI, R.M. (2006). Learning to spell from print and learning to spell from speech: A study of spelling of children who speak Tamil, a Dravidian language. In M. Joshi, & P.G. Aaron (Eds.), Handbook of orthography and literacy. Mahwah, NJ: Erlbaum, 551-568. Cerca con Google

ADAMS, M.J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA:MIT Press. Cerca con Google

ADAMS, M.J., TREIMAN, R., & PRESSLEY, M. (1998a). Reading, writing, and literacy. In I.E. Sigel, & K.A. Renninger (Eds.), Handbook of child psychology: Child psychology in practice, vol. 4. New York: Wiley, 275-355. Cerca con Google

ADAMS, M.J., FOORMAN, B.R., LUNDBERG, I., & BEELER, T. (1998b). Phonemic Awareness in Cerca con Google

Young Children. A Classroom Curriculum. Baltimore, MD-Cambridge, MA: Paul H. Brooks. Cerca con Google

AGLIOTI, S.M. & FABBRO, F. (2006). Neuropsicologia del linguaggio. Bologna: Il Mulino. Cerca con Google

AL OTAIBA, S. (2003). Identification of nonresponders: Are the children “left behind” by Cerca con Google

early literacy intervention the “truly” reading disabled?. In T.E. Scruggs, & M. Mastropierri (Eds.), Advances in learning and behavioral disabilities, vol. 16. Oxford: Elsevier Science/JAI Press, 51-81. Cerca con Google

ALGERIA, J., PIGNOT, E., & MORAIS, J. (1982). Phonetic analysis of speech and memory Cerca con Google

codes in beginning readers. Memory and Cognition, 10, 451-456. Cerca con Google

ANTHONY, J.L., & FRANCIS, D.J. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255-259. Cerca con Google

ASSOCIAZIONE ITALIANA DISLESSIA (2010). Online: Cerca con Google

http://www.aiditalia.org/it/cosa_e_la_dislessia.html. Vai! Cerca con Google

ATHEY, L. (1977). Syntax, semantics and reading. In J. Gutherie (Eds.), Cognition, curriculum and comprehension, vol. 1. Newark, DE: International Reading Association, 71-98. Cerca con Google

AUGUST, D., & HAKUTA, K. (Eds.) (1997). Improving schooling for language-minority students: A research agenda. Washington, DC: National Academy Press. Cerca con Google

AYRES, L.R. (1995). The efficacy of three training conditions on phonological awareness of kindergarten children and the longitudinal effect of each on later reading acquisition. Reading Research Quarterly, 30, 604-606. Cerca con Google

BAKER, C. (1988). Key Issues in Bilingualism and Bilingual Education. Clevedon: Multilingual Matters. Cerca con Google

BAKER, C. (2001). Foundations of Bilingual Education and Bilingualism, 3rd ed. Clevedon: Multilingual Matters. Cerca con Google

BAKER, E., CROOT, K., MCCLEOD, S., & PAUL, R. (2001). Psycholinguistic models of speech, Cerca con Google

development and their application to clinical practice. Journal of Speech, Language and Hearing Research, 44, 685-702. Cerca con Google

BALBONI, P.E. (2008). Fare educazione linguistica. Torino: UTET. Cerca con Google

BALBONI, P.E. (2002). Le sfide di Babele. Insegnare le lingue nelle società complesse. Torino: Cerca con Google

UTET. Cerca con Google

BALBONI, P.E. (2006). The epistemological nature of language teaching methodology. Perugia: Guerra. Cerca con Google

BALBONI, P.E., CONNAN, C.M., & RICCI GAROTTI, F. (Eds.), (2001). Lingue straniere nella scuola dell’infanzia. Perugia-Welland: Guerra-Soleil. Cerca con Google

BALL, E. W., & BLACHMAN, B.A. (1988). Phoneme segmentation training: Effect on reading readiness. Annals of Dyslexia, 38, 208-225. Cerca con Google

BALL, E. W., & BLACHMAN, B.A. (1991). Does phoneme awareness training in kindergarten make a difference in early word recognition and developmental spelling? Cerca con Google

Reading Research Quarterly, 26 (1), 49-66. Cerca con Google

BARNITZ, J.G. (1985). Reading development of nonnative speakers of English. Orlando, FL: Cerca con Google

Harcourt Brace Jovanovich. Cerca con Google

BARRON, R. (1996). Word recognition in early reading: A review of the direct and indirect access hypothesis. Cognition, 24, 93-119. Cerca con Google

BARRY, C. (1994). Spelling routes (or roots or rutes). West Sussex, UK: Wiley. Cerca con Google

BECK, I.L., & JUEL, C. (1999). The role of decoding in learning to read. Novato, CA: Arena Press. Cerca con Google

BEECH, J.R., & HARDING, L.M. (1984). Phonemic processing and the poor reader from a developmental lag viewpoint. Reading Research Quarterly, 19, 357-366. Cerca con Google

BENTIN, S., & LESHEM, H. (1993). On the interaction between phonological awareness and reading acquisition: It’s a two-way street. Annals of dyslexia, 43, 125-148. Cerca con Google

BERNHART, B., & STOEL-GAMMON, C. (1994). Nonlinear phonology: Introduction and clinical application [tutorial]. Journal of Speech and Hearing Research, 37(1), 123-143. Cerca con Google

BERNTHAL, J., & BANKSON, N. (1998). Articulation and phonological disorders. Boston: Allyn & Bacon. Cerca con Google

BERTELSON, P., & DE GELDER, B. (1991). The emergence of phonological awareness: comparative approaches. In I.G. Mattingly & M. Studdert-Kennedy (Eds.), Modularityand the motor theory of speech perception. Hillsdale, NJ: Erlbaum, 91-110. Cerca con Google

BERTELSON, P., & DE GELDER, B. (1994). The cognitive psychology of literacy: Some basic findings. In L. Verhoeven (Ed.), Functional literacy: theoretical issues and educational implications. Amsterdam: John Benjamins, 151-162. Cerca con Google

BETTONI, C. (2001). Imparare un’altra lingua. Lezioni di linguistica applicata. Roma-Bari: Laterza. Cerca con Google

BHATIA, T. (2004). Introduction. In T. Bhatia, & W. Ritchie (Eds.), The handbook of bilingualism. Oxford: Blackwell, 5-6. Cerca con Google

BIALYSTOK, E. (2001). Bilingualism in Development: Language, Literacy, & Cognition. Cambridge, UK: Cambridge University Press. Cerca con Google

BIALYSTOK, E. (2007a). Acquisition of literacy in bilingual children: A framework for research. Language Learning, 52, 159-199. Cerca con Google

BIALYSTOK, E. (2007b). Language acquisition and bilingualism: Consequences for a multilingual society. Applied Psycholinguistics, 28, 393-397. Cerca con Google

BIALYSTOK, E., MCBRIDE-CHANG, C., & LUK, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97(4), 580-590. Cerca con Google

BIRCH, H. (1962). Dyslexia and maturation of visual dysfunction. In J. Money (Ed.), Reading disability: Progress and research needs in dyslexia. Baltimore: Johns Hopkins Press, 161-169. Cerca con Google

BJAALID, I.K., HOIEN, T., & LUNDBERG, I. (1997). Dual-route and connectionist models: A step towards a combined model. Scandinavian Journal of Psychology, 38(1), 73-82. Cerca con Google

BLACHMAN, B.A. (1984). Relationship of rapid naming ability and language analysis skill to kindergarten and first-grade reading achievement. Journal of Educational Psychology, 76, 610-622. Cerca con Google

BLACHMAN, B.A. (1994). Early literacy acquisition: The role of phonological awareness. In G.P., Wallach, & K. G. Butler (Eds.), Language Learning Disabilities in School-Age Children and Adolescents: Some Principles and Adolescents. New York: Macmillan, 253- Cerca con Google

274. Cerca con Google

BLACHMAN, B.A. (Eds.) (1997). Foundations of Reading Acquisition and Dyslexia: Implications Cerca con Google

for Early Intervention. Mahwah, NJ: Erlbaum. Cerca con Google

BLACHMAN, B.A. (2000). Phonological Awareness. In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research, vol. 3. Mahwah, NJ: Erlbaum, 483-502. Cerca con Google

BLACHMAN, B.A., BALL, E.W., BLACK, R., & TANGEL, D. (1994). Kindergarten teachers develop phoneme awareness in low-income, inner-city classrooms: Does it make a difference? Reading and Writing: An Interdisciplinary Journal, 6, 1-17. Cerca con Google

BLACHMAN, B.A., BALL, E.W., BLACK, R., & TANGEL, D. (2000). Rode to the Code. A Phonological Awareness Program for Young Children. Baltimore, MD: Paul H. Brookes. Cerca con Google

BLEVINS, W. (2006). Phonics from A to Z. A Practical Guide. New York: Scholastic. Cerca con Google

BLOOMFIELD, L. (1933). Language. New York: Holt. Cerca con Google

BORGWALDT, S.R., HELLWIG, F.M., & DE GROOT, A.M.B. (2005). Onset entropy matters. Cerca con Google

Letter-to-phoneme mappings in seven languages. Reading and Writing, 18, 211-229. Cerca con Google

BORSTROM, I., & ELBRO, C. (1997). Prevention of dyslexia in kindergarten: Effects of phoneme awareness training with children of dyslexic parents. In C. Hulme, & M. Snowling (Eds.), Dyslexia: Biology, cognition, and intervention. London: Whurr, 235-253. Cerca con Google

BORTFELD, H., MORGAN, J.L., GOLINKOFF, R.M., & RATHBUN, K. (2005). Mommy and me: Familiar names help launch babies into speech stream segmentation. Psychological Science, 16(4), 298-304. Cerca con Google

BOWEY, J.A. (1994). Phonological sensitivity in novice readers and nonreaders. Journal of Experimental Child Psychology, 58, 134-159. Cerca con Google

BOWEY, J.A., & FRANCIS, J. (1991). Phonological analysis as a function of age and exposure to reading instruction. Applied Psycholinguistics, 12, 91-121. Cerca con Google

BOWEY, J.A., CAIN, M., & RYAN, S. (1992). A reading-level design study of phonological skills underlying fourth-grade children’s word reading difficulties. Child Development, 63, 999-1011. Cerca con Google

BRADLEY, L., & BRYANT, P. (1978). Difficulties in auditory organization as a possible cause of reading backwardness. Nature, 271, 746-747. Cerca con Google

BRADLEY, L., & BRYANT, P. (1983). Categorizing sounds and learning to read: A casual connection. Nature, 30, 419-421. Cerca con Google

BRADLEY, L., & BRYANT, P. (1985). Rhyme and reason in reading and spelling, Ann Arbor, MI: University of Michigan Press. Cerca con Google

BRADY, S., & SHANKELWEILER, D. (1991). Phonological processes in literacy: A tribute to Isabelle Y. Liberman. Hillsdale, NJ: Erlbaum. Cerca con Google

BRADY, S., FOWLER, A., STONE, B., & WINBURY, N. (1994). Training phonological awareness: A study with inner-city kindergarten children. Annals of Dyslexia, 44, 26-59. Cerca con Google

BROWN, G., & LOOSEMORE, R. (1994). Computational approaches to normal and impaired spelling. In G. Brown, & N. Ellis (Eds.), Handbook of spelling. West Sussex, UK: Wiley, 319-336. Cerca con Google

BRUCE, B. (1964). The analysis of word sounds by young children. British Journal of Educational Psychology, 34, 158-170. Cerca con Google

BRUK, M. (1992). Persistence of dyslexics’ phonological awareness deficits. Developmental Cerca con Google

Psychology, 28, 874-886. Cerca con Google

BRYANT, P.E., & GOSWAMI U. (1987). Phonological awareness and learning to read. In J. Beech, & A. Colley (Eds.), Cognitive approaches to reading. Chichester, UK: Wiley, 213-243. Cerca con Google

BRYANT, P.E., BRADLEY, L.L., MACLEAN, M., & CROSSLAND, J. (1989). Nursery rhymes, Cerca con Google

phonological skills and reading. Journal of Child Language, 16, 407-428. Cerca con Google

BRYANT, P.E., MACLEAN, M., BRADLEY, L.L, & CROSSLAND, J. (1990). Rhyme and alliteration, phoneme detection, and learning to read. Developmental Psychology, 26(3), 429-438. Cerca con Google

BURGESS, R.S., & LONIGAN, C.J. (1998). Bidirectional relations of phonological sensitivity and prereading abilities: Evidence from a preschool sample. Journal of Experimental Child Psychology, 70(2), 117-141. Cerca con Google

BURNS, M.S., GRIFFIN, P, SNOW, C.E. (Eds.) (1999). Starting Out Right. A Guide to Promoting Children’s Reading Success. Washington, DC: National Academy Press. Cerca con Google

BUS, A.G. (1986). Preparatory reading instruction in kindergarten: Some comparative research into methods of auditory and auditory-visual training of phonemic analysis and blending. Perceptual and Motor skills, 62, 11-24. Cerca con Google

BUS, A.G., & VAN IJZENDOORN, M.H. (1999). Phonological awareness and early reading: A Cerca con Google

meta-analysis of experimental training studies. Journal of Educational Psychology, 19, 403-414. Cerca con Google

BUSA’, M.G. (1995). L’inglese degli italiani. L’acquisizione delle vocali. Padova: UNIPRESS. Cerca con Google

BYRNE, B., & FIELDING-BARNSLEY, R. (1991a). Evaluation of a program to teach phonemic Cerca con Google

awareness to young children. Journal of Educational Psychology, 83, 451-455. Cerca con Google

BYRNE, B., & FIELDING-BARNSLEY, R. (1991b). Sound foundations. Artarmon, Australia: Leyden Educational Publishers. Cerca con Google

BYRNE, B., & FIELDING-BARNSLEY, R. (1993). Evaluation of a program to teach phonemic Cerca con Google

awareness to young children: A 1-year follow-up. Journal of Educational Psychology, 85, 104-111. Cerca con Google

BYRNE, B., & FIELDING-BARNSLEY, R. (1995). Evaluation of a program to teach phonemic awareness to young children: A 2- and 3-year follow-up and a new preschool trial. Journal of Educational Psychology, 87, 488-503. Cerca con Google

CABELL, S.Q., JUSTICE, L.M., KADERAVEK, J.N., TURNBULL, K.P., & BREIT-SMITH, A. (2009). Cerca con Google

Emergent Literacy. Lessons for success. San Diego, CA: Plural Publishing. Cerca con Google

CAIN, K., & OAKHILL, J. V. (1999). Inferencing making and its relation to comprehension failure. Reading and Writing, 11, 489-503. Cerca con Google

CALFEE, R.C., & DRUM, P. (2006). Research on teaching reading. In M. Wittrock (Ed.), Handbook of research on teaching, 3rd ed. New York: Macmillan, 808-849. Cerca con Google

CALFEE, R.C., LINDAMOOD, P., & LINDAMOOD, C. (1973). Acoustic-phonetic skills and reading: Kindergarten through twelfth grade. Journal of Educational Psychology, 63(4), 293-298. Cerca con Google

CAMAIONI, L. (ED.) (2001). Psicologia dello sviluppo del linguaggio. Bologna: Il Mulino. Cerca con Google

CANDACE, L.G. (1998). Sourcebook of phonological awareness activities. Children’s classic literature. San Diego, CA: Singular Publishing Group. Cerca con Google

CANEPARI, L. (2007). A Handbook of Pronunciation: English, Italian, French, German, Spanish, Portuguese, Russian, Arabic, Hindi, Chinese, Japanese, Esperanto. München: Lincoln Europa. Cerca con Google

CAON, F. (2006). Pleasure in Language Learning and Teaching. Perugia: Guerra. Cerca con Google

CAON, F., & RUTKA, S. (2004). La lingua in gioco. Perugia: Guerra. Cerca con Google

CARAVOLAS, M., & BRUCK, M. (1993). The effect of oral and written language input on children’s phonological awareness: A cross-linguistic study. Journal of Experimental Child Psychology, 55, 1-30. Cerca con Google

CARDONA, M. (2001). Il ruolo della memoria nell’apprendimento delle lingue straniere. Una Cerca con Google

prospettiva glottodidattica. Torino: UTET. Cerca con Google

CARLE, E. (1994). The Very Hungry Caterpillar. New York: Philomel Books. Cerca con Google

CARLISLE, J. (1995). Morphological awareness and early reading achievement. In L.B.Feldman (Ed.). Morphological aspects of language processing. Hillsdale, NJ: Erlbaum, 189-210. Cerca con Google

CARLSON, R., ELENIUS, K., GRANSTRÖM, C., & HUNNICUTT, S. (1985). Phonetic and orthographic properties of the basic vocabulary of five European languages. Quarterly Report (KTH Speech Transmission Laboratory), 1, 63-94. Cerca con Google

CARRILLO, M. (1994). Development of phonological awareness and reading acquisition: A study in Spanish language. Reading and Writing: An Interdisciplinary Journal, 6(3), 279-298. Cerca con Google

CARTER, R. (2003). Language awareness. ELT Journal, 57(1), 64-65. Cerca con Google

CATTS, H.W. (1991). Facilitating phonological awareness: Role of speech-language pathologists. Language, Speech, and Hearing Services in Schools, 22, 196-203. Cerca con Google

CATTS, H.W., & KAMHI, A.G. (1999a). Causes of reading disabilities. In H.W. Catts, & A.G. Kamhi (Eds.), Language and reading disabilities. Boston: Allyn & Bacon, 95-127. Cerca con Google

CATTS, H.W., & KAMHI, A.G. (1999b). Defining reading disabilities. In H.W. Catts, & A.G.Kamhi (Eds.), Language and reading disabilities. Boston: Allyn & Bacon, 50-72. Cerca con Google

CATTS, H.W., & KAMHI, A.G. (2005). Language and reading disabilities, 2nd edition. Cerca con Google

Needhams, MA: Allyn & Bacon. Cerca con Google

CATTS, H.W, GILLISPIE, M., LEONARD,, L.B., KAIL, R.V., & MILLER, C.A. (2002). The role of Cerca con Google

speed of processing, rapid naming, and phonological awareness in reading achievement. Journal of Learning Disabilities, 35(6), 509-524. Cerca con Google

CAZDEN, C.B. (1974). Play with language and metalinguistic awareness: One dimension Cerca con Google

of language experience. Urban Review, 2, 28-39. Cerca con Google

CAZDEN, C.B., & SNOW, C.E. (1990). English Plus: Issues in Bilingual Education. The Annals Cerca con Google

of the American Academy of Political and Social Science 508. London: Sage. Cerca con Google

CHALL, J.S. (1983). Stages of reading development. New York: McGraw-Hill. Cerca con Google

CHAN, L., & NUNES, T. (1998). Children’s understanding of the formal and functional characteristics of written Chinese. Applied psycholinguistics, 19, 115-131. Cerca con Google

CHANEY, C. (1989). I pledge allegiance to the flag: Three studies in word segmentation. Cerca con Google

Applied Psycholinguistics, 10 (3), 261-281. Cerca con Google

CHANEY, C. (1992). Language development, metalinguistic skills, and print awareness in Cerca con Google

3-year-old children. Applied Psycholinguistics, 13 (4), 485-514. Cerca con Google

CHEUNG, H., CHEN, H.C., LAI, C.Y., WONG, O.C., & HILLS, M. (2001). The development of phonological awareness: Effects of spoken language experience and orthography. Cognition, 81(3), 227-241. Cerca con Google

CHIAPPE, P., & SIEGEL, L.S. (1999). Phonological awareness and reading acquisition in English- and Punjabi-speaking Canadian children. Journal of Educational Psychology, 91(1), 20-28. Cerca con Google

CHOMSKY, N. (1965). Aspects of the Theory of Syntax. Cambridge, MA: MIT Press. Cerca con Google

CHOMSKY, N. (1976). Reflections on Language. London: Temple Smith. Cerca con Google

CHOMSKY, N. (1980). Rules and Representations. Oxford: Basil Blackwell. Cerca con Google

CISERO, C.A., & ROYER, J.M. (1995). The development and cross-language transfer of Cerca con Google

phonological awareness. Contemporary Educational Psychology, 20, 275-303. Cerca con Google

COHEN, J. (1988). Statistical power analysis for the behavioral sciences. New York: Academic Press. Cerca con Google

COLLINS, B., & MEES, I.M. (2003). Practical Phonetics and Phonology. A resource book for students. London- New York: Routledge. Cerca con Google

COLTHEART, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing. London: Academic Press, 151-216. Cerca con Google

COLTHEART, M., & HARRIS, M. (1986). Language Processing in Children and Adults: An Introduction. London: Routledge & Kegan Paul. Cerca con Google

COLTHEART, M., CURTIS, B., ATKINS, P., & HALLER, M. (1993). Models of reading aloud: Dual route and parallel-distributed-processing approaches. Psychological Review, 100, 589-608. Cerca con Google

COMEAU, L., CORMIER, P., GRANDMAISON, E., & LACROIX, D. (1999). A longitudinal study of phonological processing skills in children learning to read in a second language. Cerca con Google

Journal of Educational Psychology, 91(1), 29-43. Cerca con Google

CONTENT, A., KOLINSKY, R., MORAIS, J., & BERTELSON, P. (1986). Phonetic segmentation in Cerca con Google

prereaders: Effect of corrective information. Journal of Experimental Psychology, 42, 49-72. Cerca con Google

COOK, V.J. (1988). Chomsky’s Universal Grammar. An Introduction. Oxford: Basil Blackwell. Cerca con Google

COONAN, C.M. (2001). L’inglese come lingua straniera nella scuola materna. In P.E.Balboni, C.M. Coonan, & F. Ricci Garotti (Eds.). Lingue straniere nella scuola dell’infanzia. Perugia-Welland: Guerra-Soleil, 47-90. Cerca con Google

COSSU, G., SHANKWEILER, D., LIBERMAN, I.Y., TOLA, G., AND KATZ, L. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-16. Cerca con Google

COSTENARO, V. (2006). Inglese Dinamico, Inglesi Dinamici: Introducing EFL in Italian nurseries through a sociolinguistic approach. Scuola e Lingue Moderne, 8-9, 48-52. Cerca con Google

CRONIN, V., & CARVER, P. (1998). Phonological sensitivity, rapid naming and beginning reading. Applied Psycholinguistics, 19, 447-461. Cerca con Google

CROWDER, R.G. (1982). The Psychology of Reading: An Introduction. New York: Oxford University Press. Cerca con Google

CRYSTAL, D. (2003). English as a global language. Cambridge: Cambridge University Press. Cerca con Google

CUMMINS, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers Cerca con Google

on Bilingualism, 19, 121-129. Cerca con Google

CUMMINS, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and Language Minority Students: A Theoretical Framework. Los Angeles: Evaluation, Dissemination and Assessment Center California State University, 3-49. Cerca con Google

CUMMINS, J. (1983). Examination of the Experience of Educators and Researchers in Various Aspects of the Heritage Language Program. Toronto, ON: Ministry of Education. Cerca con Google

CUMMINS, J. (1984a). Wanted: A Theoretical Framework for Relating Language Cerca con Google

Proficiency to Academic Achievement among Bilingual Students. In C. Rivera (Ed.),Language Proficiency and Academic Achievement. Clevedon: Multilingual Matters, 2-19. Cerca con Google

CUMMINS, J. (1984b). Bilingualism and Special Education: Issues in Assessment and Pedagogy. Cerca con Google

Clevedon: Multilingual Matters. Cerca con Google

CUMMINS, J. (1992). L’educazione bilingue: ricerca ed elaborazine teorica. Il quadrantescolastico, 55, 54-69. Cerca con Google

CUMMINS, J., & SWAIN, M. (1986). Bilingualism in Education. Aspects of theory, research and Cerca con Google

practice. New York: Longman. Cerca con Google

CUNNINGHAM, A.E. (1990). Explicit versus implicit instruction in phonemic awareness. Journal of Experimental Child Psychology, 50, 429-444. Cerca con Google

D’EUGENIO, A. (1985). Manuale di fonologia contrastive italiano-inglese. Foggia: Atlantica. Cerca con Google

DA FONTOURA, H.A., & SIEGEL, L.S. (1995). Reading, syntactic, and working memory skills of bilingual Portuguese-English Canadian children. Reading and Writing: An Interdisciplinary Journal, 7, 139-153. Cerca con Google

DALOISO, M. (2005). L’approccio formativo alla lingua straniera nella scuola dell’infanzia. Scuola e Lingue Moderne, XLIII, 8-9, 52-56. Cerca con Google

DALOISO, M. (2007). Early Foreign Language Teaching. Perugia: Guerra. Cerca con Google

DALOISO, M. (2009). La lingua straniera nella scuola dell’infanzia. Fondamenti di glottodidattica. Torino: UTET. Cerca con Google

DANESI, M. (1988). Neurolinguistica e Glottodidattica. Torino: Petrini. Cerca con Google

DANESI, M. (1998). Il cervello in aula. Neurolinguistica e didattica delle lingue. Perugia: Guerra. Cerca con Google

DANIELS, P.T., & BRIGHT, W. (1996). The world’s writing systems. New York: Oxford University Press. Cerca con Google

DARDANO, M., & TRIFONE, P. (1989). Grammatica italiana con nozioni di linguistica. Firenze: Zanichelli. Cerca con Google

DEBARYSHE, B.D., & GORECKI, D.M. (2007). An experimental validation of a preschool emergent literacy curriculum. Early Education and Development, 18(1), 93-110. Cerca con Google

DEFIOR, S., & TUDELA, P. (1994). Effect of phonological training on reading and writing acquisition. Reading and Writing: An Interdisciplinary Journal, 6, 299-320. Cerca con Google

DEMANRIQUE, A.M.B., & GRAMIGNA, S. (1984). La segmentación fonológica y sillábica en niños de preescolar y primero grado. Lectura y Vida, 5, 4-13. Cerca con Google

DENTON, C.A., HASBROUCK, J.E., WEAVER, L.R., & RICCIO, C.A. (2000). What do we know about phonological awareness in Spanish? Reading Psychology, 21(4), 335-352. Cerca con Google

DEVELOPING EARLY LITERACY: REPORT OF THE NATIONAL EARLY LITERACY PANEL. A SICENTIFIC SYNTHESIS OF EARLY LITERACY DEVELOPMENT AND IMPLICATION FOR INTERVENTION, (2008). Online: Cerca con Google

http://www.nifl.gov/publications/pdf/NELPReport09.pdf. Vai! Cerca con Google

DI RIENZO, A. (2010). La scuola arcobaleno. Scuola dell’Infanzia, 1, 10-11. Cerca con Google

DICKINSON, D.K., MCCABE, A., CLARK-CHIARELLI N., & WOLD, A. (2004). Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children. Applied Psycholinguistics, 25, 323-347. Cerca con Google

DODD, B., & CARR, A. (2003). Young children’s letter-sound knowledge. Language, Speech Cerca con Google

and Hearing Services in Schools, 34, 128-137. Cerca con Google

DODD, B., & GILLON, G.T. (2001). Exploring the relationship between phonological awareness, speech impairment and literacy. Advances in Speech language Pathology, 3(2), 139-147. Cerca con Google

DODD, B., SPRAINGER, N., & OERLEMANS, M. (1989). The phonological skills of spelling disordered children. Reading and Writing: An Interdisciplinary Journal, 1, 333-355. Cerca con Google

DODD, B., HOLM, A., OERLEMANS, M., & MCCORMICK, M. (1996). Queensland University Inventory of Literacy. University of Queensland, Australia: Department of Speech Pathology and Audiology. Cerca con Google

DOLLAGHAN, C.A. (2007). The handbook of evidence-based practice in communication Cerca con Google

disorders. Baltimore: Paul H. Brookes. Cerca con Google

DOLLAGHAN, C.A. (2009). Language disorders, learning disabilities, and dyslexia class notes. Unpublished. Cerca con Google

DONAHUE, P.L., VOEKL, K.E., CAMPBELL, J.R., & MAZZEO, J. (1999). The NAEP 1998 Reading Cerca con Google

Report Card for the Nation and the States, NCES 1999-500. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics. Cerca con Google

DUNCAN, L.G., & JOHNSTON, R.S. (1999). How does phonological awareness relate to nonword reading amongst poor readers? Reading and Writing: An Interdisciplinary Journal, 11, 405-439. Cerca con Google

DURGUNOGLU, A.Y., NAGY, W.E., & HANCIN-BHATT, B.J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453-465. Cerca con Google

DWORIN, J.E. (2003). Insights into biliteracy development. Toward a bidirectional theory of bilingual pedagogy. Journal of Hispanic Higher Education, 2(2), 171-186. Cerca con Google

EDWARDS, J (2004). Foundations of bilingualism. In T. Bhatia, & W. Ritchie (Eds.), The handbook of bilingualism. Oxford: Blackwell, 7-31. Cerca con Google

EDWARDS, M.L., & SHRIBERG, L.D. (1983). Phonology: Applications in Communicative Disorders. San Diego, CA: College-Hill Press. Cerca con Google

EHRI, L.C. (1979). Linguistic Insight: Threshold of reading acquisition. In T.G. Waller, & G.E. MacKinnon (Eds.), Reading research: Advances in theory and practice, vol. 1. New York: Academic Press, 63-114. Cerca con Google

EHRI, L.C. (1987). Learning to read and spell words. Journal of Reading Behavior, 19, 1-31. Cerca con Google

EHRI, L.C. (1989). The development of spelling knowledge and its role in reading acquisition and reading disability. Journal of Learning Disabilities, 22, 356-365. Cerca con Google

EHRI, L.C. (1991). Development of the ability to read words. In R. Barr, M. Kamil, P.Mosenthal, & P. Pearson (Eds.), Handbook of reading research, vol. 2. White Plains, NY: Longman, 383-417. Cerca con Google

EHRI, L.C. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In L. Gough, & R. Treiman (Eds.), Reading acquisition. Cerca con Google

Hillsdale, NJ: Erlbaum, 107-143. Cerca con Google

EHRI, L.C. (1995). Phases of development in learning to read words by sight. Journal of Research in Reading, 18(2), 116-125. Cerca con Google

EHRI, L.C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20(3), 19-36. Cerca con Google

EHRI, L.C., & MCCORMICK S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading and Writing Quarterly, 14, 135-164. Cerca con Google

EHRI, L.C., & WILCE, L.S. (1983). Development of word identification speed in skilled and less skilled beginning readers. Journal of Educational Psychology, 75(1), 3-18. Cerca con Google

EHRI, L.C., NUNES, S.R., WILLOWS, D.M., SCHUSTER, B.V., YAGHOUB-ZADEH, Z. & SHANAHAN, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s meta-analysis. Reading Research Quarterly, Cerca con Google

36, 250-287. Cerca con Google

ELBRO, C., BORSTROM, I., & PETERSEN, D.K. (1998). Predicting dyslexia from kindergarten: The importance of distinctness of phonological representations of lexical items. Reading Research Quarterly, 33(1), 36-60. Cerca con Google

ELKONIN, D.B. (1973). U.S.S.R.. In J. Downing (Ed.), Comparative Reading. New York: Macmillan, 551-580. Cerca con Google

ELLIS, N.C. (1994). Longitudinal studies of spelling development. In G. Brown, & N. Ellis (Eds.). Handbook of spelling. West Sussex, UK: Wiley, 155-178. Cerca con Google

ELLIS, N.C., & HOOPER, A.M. (2001). Why learning to read is easier in Welsh than in English: Orthographic transparency effects evinced with frequency-matched tests. Applied Psycholinguistics, 22, 571-599. Cerca con Google

ELLIS, N.C., NATSUME, M., STAVROPOULOU, K., HOXHALLARI, L., VAN DAAL, V.H.P., POLYZOE, N., TSIPA, M.L., PETALAS, M. (2004). The effects of orthographic depths on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Cerca con Google

Quarterly, 39(4), 438-468. Cerca con Google

ELLIS, R. (1984). Classroom Second Language development. Oxford: Pergamon Institute of English. Cerca con Google

ELLIS, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press. Cerca con Google

ENGEN, L., & HOIEN, T. (2002). Phonological skills and reading comprehension. Reading and Writing: An Interdisciplinary Journal, 15 (7-8), 613-631. Cerca con Google

EUROPEAN COMMISSION (2007). Foreign Languages in Primary and Pre-School Education: Context and Outcomes. Online: http://ec.europa.eu/education/policies/lang/key/foreign_en.html. Vai! Cerca con Google

FABBRO, F. (1999). The Neurolinguistics of Bilingualism. Hove: Psychology Press (Italian Cerca con Google

edition, Il cervello bilingue: neurolinguistica e poliglossia. Roma: Astrolabio, 1996). Cerca con Google

FABBRO, F. (2004). Neuropedagogia delle lingue. Come insegnare le lingue ai bambini. Roma: Cerca con Google

Astrolabio. Cerca con Google

FAWCETT, A., & NICHOLSON, R. (1995). Persistence of phonological awareness deficits in older children with dyslexia. Reading and Writing: An Interdisciplinary Journal, 7, 361-376. Cerca con Google

FERREIRO, E. A. (1984). The underlying logic of literacy development. In H. Goelman, A. Oberg, & F. Smith (Eds.), Awakening to literacy, London: Heinemann, 154-173. Cerca con Google

FERREIRO, E., & TEBEROSKY, A. (1979). Los sistemas de escritura en el desarrollo del nino, Siglo XI, Mexico, (Italian edition, La costruzione della lingua scritta nel bambino, Firenze: Giunti, 1999). Cerca con Google

FLETCHER, H. (1929). Speech and hearing. New York: Van Nostrand Company. Cerca con Google

FLETCHER, J.M., LYON, G.R., FUCHS, L.S., & BARNES, M.A. (2007). Learning disabilities: From identification to intervention. New York: The Guilford Press. Cerca con Google

FLETCHER, J.M., SHAYWITZ, S.E., SHANKWEILER, D., KATZ, L., ET AL. (1994). Cognitive profiles of reading disability: Comparisons of discrepancy and low achievement Cerca con Google

profiles. Journal of Educational Psychology, 86, 6-23. Cerca con Google

FODOR, J. (1983). The modularity of mind. Cambridge, MA: MIT Press. Cerca con Google

FOWLER, C.A., LIBERMAN, I.Y., & SHANKWEILER, D. (1977). On interpreting the error pattern for the beginning reader. Language and Speech, 20, 162-173. Cerca con Google

FOX, B., & ROUTH, D.K. (1975). Analyzing spoken language into words, syllables, and phonemes: A developmental study. Journal of Psycholinguistic Research, 4, 331-342. Cerca con Google

FRIEDERICI, A.D., & LACHMANN, T. (2002). From language to reading and reading disability: Cognitive functions and their neural basis. In E., Witruk, A.D., Friederici, & T., Lachmann (Eds.), Basic functions of language, reading, and reading disability, vol.3. Cerca con Google

Norwell, MA: Kluwer Academic, 9-21. Cerca con Google

FRIES, C. (1963). Linguistics and reading. New York: Holt, Rinehart, & Winston. Cerca con Google

FREDDI, G. (Eds.), (1987). Lingue straniere per la scuola elementare. Torino: Petrini. Cerca con Google

FREDDI, G. (Eds.), (1988). Lingue straniere e istruzione primaria in Italia e in Europa. Torino: Cerca con Google

Petrini. Cerca con Google

FREDDI, G. (Eds.), (1990a). Il bambino e la lingua. Psicolinguistica e glottodidattica. Torino: Petrini. Cerca con Google

FREDDI, G. (Eds.), (1990b). Azione, gioco, lingua. Fondamenti di una glottodidattica per bambini. Torino: Petrini. Cerca con Google

FREDDI, G. (Eds.), (1999). Psicolinguistica, sociolinguistica, glottodidattica. La formazione di Cerca con Google

base dell’insegnante di lingue e di lettere. Torino: UTET. Cerca con Google

FRITH, U. (1985). Beneath the surface of developmental dyslexia. In K. Petterson, J. Cerca con Google

Marshall, & M. Coltheart (Eds.). Surface dyslexia. London: Erlbaum, 301-330. Cerca con Google

FRITH, U., WIMMER, H., & LANDERL, K. (1998). Differences in phonological recoding in German- and English-speaking children. Scientific Studies of Reading, 2, 31-54. Cerca con Google

FROST, R. (1995). Phonological computation and missing vowels: Mapping lexical involvement and reading. Journal of Experimental Psychology: Learning, Memory, and Cognition, 21, 398-408. Cerca con Google

FUDGE, E.C. (1969). Syllables. Journal of Linguistics, 5, 253-286. Cerca con Google

FUDGE, E.C. (1987). Branching structure within the syllable. Journal of Linguistics, 23, 359-377. Cerca con Google

FUDGE, E.C. (1989). Syllable structure: A reply to Davis. Journal of Linguistics, 25, 219-220. Cerca con Google

GALLESE, V., FADIGA, L., FOGASSI, L., RIZZOLETTI, G. (1996). Action recognition in the premotor cortex. Brain, 119, 593-609. Cerca con Google

GARCÍA, O. (2009). Bilingual Education in the 21st Century: A Global Perspective. Chichester, UK: Wiley-Blackwell. Cerca con Google

GATES, A. (1949). Character and purpose of the year book. In N. Henry (Ed.), The fortyeight yearbook of the National Society for the Study of Education: Part II. Reading in the elementary school. Chicago: University of Chicago Press, 1-9. Cerca con Google

GAUR, A. (1992). A history of writing. London: The British Library. Cerca con Google

GENESEE, F. (1985). Second language learning through immersion: A review of U.S. programs. Review of Educational Research, 55(4), 541-561. Cerca con Google

GEVA, E., & SIEGEL, L.S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing, 12, 1-30. Cerca con Google

GIBSON, E. J., & LEVIN, H. (1975). The psychology of reading. Cambridge, MA: MIT Press. Cerca con Google

GILLON, G.T. (2002). Early phonological awareness development in children with speech impairment. Paper presented at the American Speech-Language-Hearing Association Annual Convention, Atlanta, Georgia. Cerca con Google

GILLON, G.T. (2004). Phonological awareness. From research to practice. New York: The Guilford Press. Cerca con Google

GILLON, G.T., & DODD, B. (1994). A prospective study of the relationship between phonological, semantic and syntactic skills and specific reading disability. Reading and Writing: An Interdisciplinary Journal, 6, 321-345. Cerca con Google

GILLON, G.T., & DODD, B. (1995).The effects of training phonological, semantic and syntactic processing skills in spoken language on reading ability. Language, Speech and Hearing Services in Schools, 26, 58-68. Cerca con Google

GILLON, G.T., & DODD, B. (1997). Enhancing the phonological processing skills of children with specific reading disability. European Journal of Disorders of Communication, 32, 67-90. Cerca con Google

GILLON, G.T., & SCHWARZ, I.E. (1999). Resourcing speech and language needs in Special Education: Database and best practice validation. Wellington, New Zealand: Ministry of Education. Cerca con Google

GLEITMAN, L.R., & ROZIN, P. (1977). The structure and acquisition of reading. Relation between orthographic and the structure of language. In Reber, A.S., and Scarborough, D.L. (Eds.), Toward a Psychology in Reading: The Proceeding of the CUNY Conferences, Hillsdale, NJ: Erlbaum, 1-53. Cerca con Google

GLUSHKO, R. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Educational Psychology: Human Perception and Performance, 5, 674-691. Cerca con Google

GONZALEZ, J.E.J., & GARCIA, C.R.H. (1995). Effects of word linguistic properties on phonological awareness in Spanish children. Journal of Educational Psychology, 87(2), 193-201. Cerca con Google

GOODMAN, K.S. (1970/1976). Reading: A psycholinguistic guessing game. In H. Singer, & R. Ruddell (Eds.), Theoretical models and processes of reading. Newark, DE: International Reading Association, 497-508. Cerca con Google

GOODMAN, K.S. (1985). Unity in reading. In H. Singer, & R.B. Ruddell (Eds.), Theoretical models and Processes of Reading, 3rd ed. Newark, DE: International Reading Association, 813-840. Cerca con Google

GOSS, J.L., & HARSTE, J.C. (1984). It didn’t frighten me! St. Petersburg, FL: Willowisp Press. Cerca con Google

GOSWAMI, U. (1991). Learning about spelling sequences: The role of onsets and rimes in analogies in reading. Child Development, 62, 1110-1123. Cerca con Google

GOSWAMI, U. (1994). Toward an interactive analogy of reading: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443-475. Cerca con Google

GOSWAMI, U., & BRYANT, P. (1990). Phonological skills and learning to read. East Sussex, UK: Erlbaum. Cerca con Google

GOSWAMI, U., & BRYANT, P. (1992). Rhyme, analogy, and children’s reading. In L. Gough, L. Ehri, & R. Treiman (Eds.), Reading Acquisition. Hillsdale, NJ: Erlbaum, 49-63. Cerca con Google

GOSWAMI, U., & MEAD, F. (1992). Onset and rime awareness and analogies in reading. Reading Research Quarterly, 27(2), 152-162. Cerca con Google

GOSWAMI, U., GOMBERT, J.E., & dE BARRERA, L.F. (1998). Children’s orthographic representations and linguistic transparency: Nonsense word reading in English, French, and Spanish. Applied Psycholinguistics, 19, 19-52. Cerca con Google

GOSWAMI, U., PORPODAS, C., & WHEELWRIGHT, S. (1997). Children’s orthographic representations in English and Greek. European Journal of Psychology of Education, 12, 273- 292. Cerca con Google

GOTTARDO, A. (2002). The relationship between language and reading skills in bilingual Spanish-English speakers. Topics in Language Disorders, 22 (5), 46-70. Cerca con Google

GOTTARDO, A., YAN, B., SIEGEL, L.S., & WADE-WOLLEY, L. (2001). Factors related to Cerca con Google

English reading performance in children with Chinese as a first language: More evidence of cross-language transfer of phonological processing. Journal of Educational Psychology, 93 (3), 530-542. Cerca con Google

GOUGH, P.B. (1972). One second of reading. In J.Kavanagh, & I. Mattingly (Eds.), Language by eye and ear. Cambridge, MA: MIT Press, 331-358. Cerca con Google

GOUGH, P.B. (1983). Context, form, and interaction. In K. Rayner (Ed.), Eye movements in reading. New York: Academic Press, 203-211. Cerca con Google

GOUGH, P.B., & HILLINGER, M. (1980). Learning to read: An unnatural act. Bulletin of the Orton Society, 30, 180-196. Cerca con Google

GOUGH, P.B., & JUEL, C. (1991). The first stages of word recognition. In L. Rieben, & C. Perfetti (Eds.), Learning to read: Basic research and its implications. Hillsdale, NJ: Erlbaum, 47-56. Cerca con Google

GOUGH, P.B., & TUNMER, W.E. (1986). Decoding, reading, and reading disability. Remedial Cerca con Google

and Special Education, 7 (1), 6-10. Cerca con Google

GOUGH, P.B., JUEL, C., & GRIFFITH, P. (1992). Reading, spelling and the orthographic Cerca con Google

cipher. In L.C. Ehri, & R. Treiman (Eds.), Reading Acquisition. Hillsdale, NJ: Erlbaum, 35-48. Cerca con Google

GOUGH, P.B., JUEL, C., & ROPER/SCHNEIDER, D. (1983). Code and cipher: A two-stage conception of initial reading acquisition. In J.A. Niles, & L.A. Harris (Eds.), Searches for meaning in reading/language processing and instruction, 32nd Yearbook of the National Reading Conference. Rochester, NY: National Reading Conference, 207-211. Cerca con Google

GOULANDRIS, N.K. (Ed.), (2003). Dyslexia in different languages: Crosslinguistic comparisons. London: Whurr. Cerca con Google

GROSJEAN, F. (1989). Neurolinguists, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3-15. Cerca con Google

HANLEY, J.R., REYNOLDS, C.J., & THORNTON, A. (1997). Orthographic analogies and developmental dyslexia. British Journal of Psychology, 88, 423-440. Cerca con Google

HARM, M.W., & SEIDENBERG, M.S. (1999). Phonology, reading acquisition, and dyslexia: Insights from connectionist models. Psychological Review, 106(3), 491-528. Cerca con Google

HARRIS, M., & COLTHEART, M. (1986). Language Processing in Children and Adults: An introduction. London: Routledge & Kegan. Cerca con Google

HATCHER, P.J., HULME, C., & 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. Cerca con Google

HATCHER, P.J., HULME, C., & SNOWLING, M. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45(2), 338-358. Cerca con Google

HEALY, J.M. (1982). The enigma of hyperlexia. Reading Research Quarterly, 17, 319-338. Cerca con Google

HELFGOTT, J. (1976). Phonemic segmentation and blending skills of kindergarten Cerca con Google

children: Implications for beginning reading acquisition. Contemporary Educational Cerca con Google

Psychology, 1, 157-169. Cerca con Google

HENDERSON, E., & BERRS, J.E. (1980). Developmental and cognitive aspects of learning to spell: Cerca con Google

A reflection of word knowledge. Newark, DE: International Reading Association. Cerca con Google

HESKETH, A., DIMA, E., & NELSON, V. (2007). Teaching phoneme awareness to pre-literate Cerca con Google

children with speech disorder: A randomized controlled trial. International Journal of Cerca con Google

Language and Communication Disorders, 42(3), 251-271. Cerca con Google

HITTLEMAN, D.R. (1978). Developmental reading: A psycholinguistic perspective. Chicago: Rand McNally College Pub. Co. Cerca con Google

HO, C. S.-H., & BRYANT, P. (1997). Phonological skills are important in learning to read Chinese. Developmental Psychology, 33(6), 946-951. Cerca con Google

HOIEN, T., LUNDBERG, I., STANOVICH, K.E., & BJAALID, I.K. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7(2), 171-188. Cerca con Google

HOLM, A., & DODD, B. (1996). The effect of first written language on the acquisition of literacy. Cognition, 59, 119-147. Cerca con Google

HOÖLE, B. (2009). Crosslinguistic perspectives on segmentation and categorization in early language acquisition. In E.L. Bavin (Ed.), Handbook of Child Language. Cambridge: Cambridge University Press, 125-144. Cerca con Google

HOOVER, W.A., & GOUGH, P.B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160. Cerca con Google

HUANG, H.-S., & HANLEY, J.R. (1995). Phonological awareness and visual skills in learning to read Chinese and English. Cognition, 54, 73-98. Cerca con Google

HUEY, E. (1968). The psychology and pedagogy of reading. Cambridge: MIT Press (Original work published in 1908). Cerca con Google

HULME, C., HATCHER, P.J., NATION, K., BROWN, A., ADAMS, J., & STUART, G. (2002). Cerca con Google

Phoneme awareness is a better predictor of early reading skill than onset-rime awareness. Journal of Experimental Child Psychology, 82(1), 2-28. Cerca con Google

HUMPHREYS, G., & EVETT, L. (1985). Are there independent lexical and nonlexical routes in word processing? An evaluation of the dual-route theory of reading. Behavioral and Brain Sciences, 8, 689-740. Cerca con Google

HUNG, D.L., & TZENG, O.J.L. (1981). Orthographic variations and visual information processing. Psychological Bulletin, 90, 377-414. Cerca con Google

IDA. (1994). Online: www.interdys.org. Vai! Cerca con Google

JAMES, C., & GARRETT, P. (1992). Language awareness in the classroom. New York: Longman. Cerca con Google

JAVAL, E. (1879). Essai sur la psychologie de la lecture. Annales d’oculistique, 82, 242-253. Cerca con Google

JENKINS, J. (2003). World Englishes. London: Routledge. Cerca con Google

JIMENEZ GONZALEZ, J.E., & HARO GARCIA, C.R. (1995). Effects of word linguistic properties on phonological awareness in Spanish children. Journal of Educational Psychology, 87(2), 193-201. Cerca con Google

JOANISSE, M.F., MANIS, F.R., KEATING, P., & SEIDENBERG, M.S. (2000). Language deficits in Cerca con Google

dyslexic children: Speech, perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30-60. Cerca con Google

JOHNSON, D., & BAUMAN, J. (1984). Word identification. In P.D. Pearson (Eds.), Handbook Cerca con Google

of reading research, vol. 1. New York: Longman, 583-608. Cerca con Google

JOHNSTON, R.S., ANDERSON, M., & HOLLIGAN, C. (1996). Knowledge of the alphabet and explicit awareness of phonemes in pre-readers: The nature of the relationship. Reading and Writing, 8 (3), 217-234. Cerca con Google

JUEL, C. (1984). Beginning reading. In P.D. Pearson (Ed.), Handbook of reading research, vol. 2. New York: Longman, 759-788. Cerca con Google

JUSCZYK, P. (1992). Developing phonological categories from the speech signal. In C. Ferguson, L. Menn, & C. Stoel-Gammon (Eds.), Phonological development: Models, research, implications. Timonium, MD: York Press, 17-64. Cerca con Google

JUSTICE, L.M., & KADERAVEK, J.N. (2004). An embedded-explicit model of emergent Cerca con Google

literacy intervention for young at-risk children: Part I. Language, Speech, and Hearing Services in Schools, 35, 201-211. Cerca con Google

KADERAVEK, J.N., & JUSTICE, L.M. (2004). Embedded-explicit emergent literacy intervention II: Goal selection and implementation in the early childhood classroom. Language, Speech, and Hearing Services in Schools, 35, 212-228. Cerca con Google

KAMHI, A., & HINTON, L.N. (2000). Explaining individual differences in spelling abilities. Topics in Language Disorders, 20(3), 37-49. Cerca con Google

KAMIL, M.L. (1984). Current traditions of reading research. In P.D. Pearson (Ed.), Handbook of reading research, vol. 1. New York: Longman, 39-62. Cerca con Google

KARANTH, P. (2006). The Kagunita of Kannada – Learning to read and write an Indian alphasyllabary. In R.M. Joshi, & P.G. Aaron (Eds.), Handbook of orthography and literacy. Mahwah, NJ: Erlbaum, 389-404. Cerca con Google

KARMILOFF-SMITH, A. (1992). Beyond Modularity: A Developmental Perspective on Cognitive Science, Cambridge, MA: MIT Press. Cerca con Google

KARPOVA, S.N. (1955). Osoznanie slovesnogo sostave rechi rebenkom doshkol’nogo vozrasta. Voprosy Psikhologiya, 4, 43-55. Abstracted in translation in Slobin, D.E. (1966), Abstracts of Soviet studies of child language. In F. Smith, & G.A. Miller (Eds.), The Cerca con Google

genesis of language. Cambridge, MA: MIT Press, 363-386. Cerca con Google

KATZ, L., & FROST, R. (1992). Reading in different orthographies: the orthographic depth hypothesis. In Frost, R., & Kats, L. (Eds.), Orthography, phonology, morphology, and meaning. Amsterdam: North-Holland, 67-82. Cerca con Google

KELLY, G. (2000). How to teach pronunciation. Harlow: Pearson Education Limited. Cerca con Google

KLEIN, W. (1986). Second language acquisition. Cambridge: Cambridge University Press. Cerca con Google

KODA, K. (ED.) (2007). Reading and language Learning: Crosslinguistic constraints on second language reading development. Language Learning, 57(1), 1-44. Cerca con Google

KRASHEN, S. D., TERRELL, T. (1983). The Natural Approach: Language Acquisition in the Classroom. Hayward, CA: Alemany Press. Cerca con Google

KROESE, J.M., HYND, G.W., KNIGHT, D.F., HIEMENZ, J.R., & HALL, J. (2000). Clinical appraisal of spelling ability and its relationship to phonemic awareness (blending, segmenting, elision, and reversal), phonological memory, and reading in reading Cerca con Google

disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13(1-2), 105-131. Cerca con Google

KU, Y-M, & ANDERSON, R.C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing, 16, 399-422. Cerca con Google

KYÖSTIÖ, O.K. (1980). Is learning to read easy in a language in which the graphemephoneme Cerca con Google

correspondences are regular? In J.F. Kavanagh, & R.L. Venezky (Eds.), Orthography, reading, and dyslexia. Baltimore, MD: University Park Press, 35-49. Cerca con Google

LABBO, L.D., & TEALE, W.H. (1997). Emergent literacy as a model of reading instruction. In S.A. Stahl, & D.A. Hayes (Eds.), Instructional models in reading. Mahwah, NJ: Erlbaum, 249-281. Cerca con Google

LABERGE, D.L., & SAMUELS, S.J. (1974). Toward a theory of Automaticity information processing in reading. Cognitive Psychology, 6, 293-323. Cerca con Google

LACAVA, C. (2009). La zuppa inglese, l’Italia cinque anni dopo la riforma. Cerca con Google

http://www.corriere.it/cronache/09_settembre_24/inglese-italia-riformaiodonna_ Vai! Cerca con Google

d8fad6ee-a92d-11de-aaa2-00144f02aabc.shtml. Cerca con Google

LAM, A., PERFETTI, C.A., & BELL, L. (1991). Automatic phonetic transfer in biadialectal reading. Applied Psycholinguistics, 12, 299-312. Cerca con Google

LANDERL, K. (2000). Influences of orthographic consistency and reading instruction on Cerca con Google

the development of nonword reading skills. European Journal of Psychology of Education, 15, 239-257. Cerca con Google

LANDERL, K., WIMMER, H., & FRITH, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334. Cerca con Google

LAVINE, L. (1977). Differentiation of letterlike forms in prereading children. Developmental Psychology, 13, 89-94. Cerca con Google

LEE, J., GRIGG, W., & DONAHUE, P. (2007). The nation’s report card: Reading 2007 (NCES 2007-469). Washington, DC: National Center for Education Statistics. Cerca con Google

LENCHER, O., GERBER, M., & ROUTH, D. (1990). Phonological awareness tasks as predictors of decoding ability: Beyond segmentation. Journal of Learning Difficulties, 23, 240-246. Cerca con Google

LENNEBERG, E.H. (1967). Biological Foundations of Language. New York: Wiley. Cerca con Google

LERNER, J.W. (1971). Children with learning disabilities. Boston: Houghton Mifflin Co. Cerca con Google

LEVIN, H., & KAPLAN, E.L. (1970). Grammatical structure and reading. In H. Levin, & J.P. Williams (Eds.), Basic studies on reading. New York: Basic Books, 321-357. Cerca con Google

LEWKOWICZ, N.K. (1980). Phonemic awareness training: What to teach and how to teach it. Journal of Educational Psychology, 72, 686-700. Cerca con Google

LI, W., ANDERSON, R.C., NAGY, W., & ZHANG, H. (2002). Facets of metalinguistic awareness that contribute to Chinese literacy. In W. Li, J.S. Gaffiney, & J.L. Packard (Eds.), Chinese children’s reading acquisition: Theoretical and pedagogical issues. Boston: Kluwer Academic, 87-106. Cerca con Google

LIBERMAN, A., COOPER, F., SHANKWEILER, D., & STUDDERT-KENNEDY, M. (1967). Perception Cerca con Google

of the speech code. Psychological Review, 74(6), 431-461. Cerca con Google

LIBERMAN, I.Y. (1971). Basic research in speech and lateralization of language: Some implications for reading disability. Bulletin of the Orton Society, 21, 71-87. Cerca con Google

LIBERMAN, I.Y., & SHANKWEILER, D. (1977). Speech, the alphabet and teaching children to read. In L.Resnick, & P. Weaver (Eds.), Theory and practice of early reading. Hillsdale, NJ: Lawrence Erlbaum, 109-132. Cerca con Google

LIBERMAN, I.Y., & SHANKWEILER, D. (1991). Phonology and beginning reading: A tutorial. Cerca con Google

In L. Resnick, & C.A. Perfetti (Eds.), Learning to read: Basic research and its implications. Hillsdale, NJ: Erlbaum, 3-17. Cerca con Google

LIBERMAN, I.Y., LIBERMAN, A.M., MATTINGLY, I., & SHANKWEILER, D. (1980). Orthography and the beginning reader. In J.F. Kavanagh, & R.L. Venezky (Eds.), Orthography, reading, and dyslexia. Baltimore, MD: University Park Press, 137-153. Cerca con Google

LIBERMAN, I.Y., RUBIN, H., DUQUES, S., & CARLISLE, J. (1985). Linguistic abilities and spelling proficiency in kindergartners and adult poor spellers. In D. Gray, & J. Cerca con Google

Kavanagh (Eds.), Biobehavioral measures of dyslexia. Parkton, MD: York Press, 163-176. Cerca con Google

LIBERMAN, I.Y., SHANKWEILER, D., FISHER, F.W., & CARTER, B. (1974). Reading and the awareness of linguistic segments. Journal of Experimental Child Psychology, 18, 201-212. Cerca con Google

LIEBERMAN, P. (1973). On the evolution of language : A unified view. Cognition, 2, 59-94. Cerca con Google

LINDAMOOD, C.H, & LINDAMOOD, P.C. (1971). Lindamood auditory conceptualization test. Boston: Teaching Resources Corporation. Cerca con Google

LINDAMOOD, C.H., & LINDAMOOD, P.C. (1998). Auditory discrimination in depth (rev. ed.). Austin, TX: DLM Teaching Resources. Cerca con Google

LINDGREN, S.D., DERENZI, E., & RICHMAN, L.C. (1985). Cross-national comparisons of developmental dyslexia in Italy and in the United States. Child Development, 56, 1404-1417. Cerca con Google

LIOW, S.J.R., & POON, K.K.L. (1998). Phonological awareness in multilingual Chinese children. Applied Psycholinguistic, 19(3), 339-362. Cerca con Google

LOMBARDINO, L.J., BEDFORD, T., FORTIER, C., CARTER, J., & BRANDI, J. (1997). Invented spelling: Developmental patterns in kindergarten children and guidelines for early intervention. Language, Speech, and Hearing Services in Schools, 28, 333-343. Cerca con Google

LONIGAN, C.J., & SCHATSCHNEIDER, C. (2008). Impact of code-focused interventions on young children’s early literacy skills. Developing Early Literacy Skills: Report of the National Early Literacy Panel, 107-151. Cerca con Google

LONIGAN, C.J., & SHANAHAN, T. (2008). Executive summary of the report of the national early literacy panel. Developing Early Literacy Skills: Report of the National Early Literacy Panel, v-xii. Cerca con Google

LONIGAN, C.J., BURGESS, S., ANTHONY, J., & BARKER, T. (1998). Development of phonological sensitivity in 2- to 5-year-old children. Journal of Educational Psychology, 90(2), 294-311. Cerca con Google

LONIGAN, C.J., SCHATSCHNEIDER, C., WESTBERG, L, & THE NATIONAL EARLY LITERACY PANEL (2008). Identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling. Developing Early Literacy Skills: Report of the National Cerca con Google

Early Literacy Panel, 55-106. Cerca con Google

LUKATELA, K., CARELLO, C., SHANKWEILER, D., & LIBERMAN, I.Y. (1995). Phonological awareness in illiterates: observations from Serbo-Croatian. Applied Psycholinguistics, 16(4), 463-487. Cerca con Google

LUNDBERG, I., & HOIEN, T. (1990). Patterns of information processing skills and word recognition strategies in developmental dyslexia. Scandinavian Journal of Educational Research, 34, 231-240. Cerca con Google

LUNDBERG, I., FROST, J., & PETERSON, O. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284. Cerca con Google

LUNDBERG, I., OLOFSSON, A., & WALL, S. (1980). Reading and spelling skills in the first school years predicted from phonemic awareness skills in kindergarten. Scandinavian Journal of Psychology, 21, 159-173. Cerca con Google

MACDONALD, G.W., & CORNWALL, A. (1995). The relationship between phonological awareness and reading and spelling achievement eleven years later. Journal of Learning Disabilities, 28, 523-527. Cerca con Google

MACLEAN, M., BRYANT, P., & BRADLEY, L. (1987). Rhymes, nursery rhymes and reading in early childhood. Merrill-Palmer Quarterly, 33, 255-282. Cerca con Google

MANIS, F., CUSTODIO, R., & SZESZULSKI, P. (1993). Development of phonological and orthographic skills: A 2-year longitudinal study of dyslexic children. Journal of Experimental Child Psychology, 56, 64-86. Cerca con Google

MANN, V.A. (1986). Phonological awareness: the role of reading experience. Cognition, 24, 65-92. Cerca con Google

MANN, V.A. (2003). Language processes: keys to reading disabilities. In H.L. Swanson, K.R. Harris, & S. Graham (Eds.), Handbook of Learning Disabilities. New York: Guilford, 213-228. Cerca con Google

MARCEL, T. (1980). Surface dyslexia and beginning reading: A revised hypothesis of the pronunciation of print and its impairments. In M. Coltheart, K. Patterson, & J. Marshall (Eds.), Deep Dyslexia. London: Routledge & Kegan Paul, 227-258. Cerca con Google

MARSH, G., DESBERG, P., & COOPER, J. (1977). Developmental strategies in reading. Journal of Reading Behavior, 9, 391-394. Cerca con Google

MARSH, G., FRIEDMAN, M., WELSH, V., & DESBERG, P. (1980). A cognitive-developmental theory of reading acquisition. In G.E. MacKinnon, & T.G. Waller (Eds.), Reading Research: Advances in Theory and Practice, vol.3. New York: Academic Press, 199-221. Cerca con Google

MARSHALL, J. & NEWCOMBE, F. (1973). Patterns of paralexia: A psycholinguistic approach. Journal of Psycholinguistic Research, 2, 175-199. Cerca con Google

MASONHEIMER, P., DRUM, P., & EHRI, L. (1984). Does environmental print identification lead children into word reading?. Journal of Reading Behavior, 16, 257-271. Cerca con Google

MASTERSON, J.J, & APEL, K. (2000). Spelling assessment: Charting a path to optimal intervention. Topics in Language Disorders, 20(3), 50-65. Cerca con Google

MATTINGLY, I.G. (1972). Reading, the linguistic process and linguistic awareness. In J.F. Kavanagh & I.G. Mattingly (Eds.), Language by ear and by eye: Relationships between speech and reading. Cambridge, MA: MIT Press, 133-147. Cerca con Google

MAUSER, E.F., & RODEMAKER, J.E. (1999). Mothers’ and infants’ spontaneous vocal, verbal Cerca con Google

and action imitation during the second year. Merrill Palmer Quarterly, 45, 392-412. Cerca con Google

MAYRINGER, H., & WIMMER, H. (2000). Pseudoname learning by German-speaking children with dyslexia: Evidence for a phonological learning deficit. Journal of Cerca con Google

Experimental Child Psychology, 75(2), 116-133. Cerca con Google

MCBRIDE-CHANG, C., BIALYSTOK, E., CHONG, K.K.Y., & LI Y. (2004). Levels of phonological awareness in three cultures. Experimental Child Psychology, 89, 93-111. Cerca con Google

MCGUINNESS, D., MCGUINNESS, C., & DONOHUE, J. (1995). Phonological training and the alphabet principle: Evidence for reciprocal causality. Reading Research Quarterly, 30(4), 830-852. Cerca con Google

MCMAHON, A. (2002). An Introduction to English Phonology. Edinburgh: Edinburgh University Press. Cerca con Google

MEISEL, J.M. (2004), The bilingual child. In T.K. Bhatia, & W.C. Ritchie (Eds.), The handbook of bilingualism. Oxford: Blackwell, 91-113. Cerca con Google

MEZZADRI, M. (2003). I ferri del mestiere. Auto-formazione dell’insegnante di lingue. Perugia- Cerca con Google

Welland: Guerra-Soleil. Cerca con Google

MOATS, L.C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Brookes. Cerca con Google

MORAIS, J., CARY, L., ALGERIA, J., & BERTELSON, P. (1979). Does awareness of speech as a sequence of phones arise spontaneously? Cognition, 7, 323-331. Cerca con Google

MORAIS, J., BERTELSON, P., CARY, L., & ALGERIA, J. (1986). Literacy training and speech segmentation. Cognition, 24, 45-64. Cerca con Google

MOROSIN, M.S. (2007). Mirror neurons, meaning and imitation: Facts and speculations on language acquisition. Studi di Glottodidattica, 4, 90-112. Cerca con Google

MORROW, L.M., & PARATORE, J. (1993). Family literacy: Perspectives and practices. The Reading Teacher, 47(3), 194-200. Cerca con Google

MORTON, J., & PATTERSON, K. (1980). A new attempt at an interpretation , or, an attempt at a new interpretation. In M. Coltheart, K. Patterson, & J. Marshall (Eds.), Deep dyslexia. London: Routledge & Kegan, 91-118. Cerca con Google

MPI (2007). Indicazioni per il curricolo per la scuola dell’infanzia e per il primo ciclo di istruzione. Online: Cerca con Google

www.pubblica.istruzione.it/news/2007/indicazioni_nazionali.shtml. Vai! Cerca con Google

MPI (2009). Gli alunni stranieri nel sistema scolastico italiano. A.S. 2008/09. Online: Cerca con Google

http://www.istruzione.it/getOM?idfileentry=218168. Vai! Cerca con Google

MPI (2010). Prosecuzione del Piano di formazione per lo sviluppo delle competenze linguisticocomunicative Cerca con Google

e metodologico-didattiche in lingua inglese degli insegnanti di scuola primaria. Cerca con Google

Online: http://www.istruzionefc.it/categorie03.asp?id=1633. Vai! Cerca con Google

MUNSCH, R. N. (1980). The paper bag princess. Toronto: Annick Press. Cerca con Google

MUTER, V. (1994). Influence on phonological awareness and letter knowledge on beginning reading and spelling. In C. Hulme, & M. Snowling (Eds.), Reading development and dyslexia. London: Whurr, 45-62. Cerca con Google

MUTER, V., HULME, C., & SNOWLING, M. (1997a). Phonological Abilities Test, (PAT). London: Psychological Corporation. Cerca con Google

MUTER, V., HULME, C., SNOWLING, M., & TAYLOR, S. (1997b). Segmentation, not rhyming, predicts early progress in learning to read. Journal of Experimental Child Psychology, 65, 370-396. Cerca con Google

MUTER, V., & SNOWLING, M. (1998). Concurrent and longitudinal predictors of reading: The role of metalinguistic and short-term memory skills. Reading Research Quarterly, 33(3), 320-337. Cerca con Google

MYKLEBUST, H., & JOHNSON, D. (1962). Dyslexia in children. Exceptional Children, 29, 14-25. Cerca con Google

NAGY, W., & HERMAN, P. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M. McKeown, & M. Curtis (Eds.), The Cerca con Google

nature of vocabulary acquisition. Hillsdale, NJ: Erlbaum, 19-35. Cerca con Google

NATIONAL CLEARINGHOUSE FOR ENGLISH LANGUAGE ACQUISITION AND LANGUAGE Cerca con Google

INSTRUCTION EDUCATIONAL PROGRAMS (2007). Online: Cerca con Google

http://www.ncela.gwu.edu/expert/faq/08leps.html. Vai! Cerca con Google

NORRIS, D., & BROWN, G. (1985). Race models and analogy theories: A dead heat? Reply to Seidenberg. Cognition, 20, 155-168. Cerca con Google

O’CONNOR, R.E., NOTARI-SYVERSON, A., & VADASY, P.F. (1998). Ladders to literacy. A kindergarten activity book. Baltimore, MA: Paul H. Brookes. Cerca con Google

OAKHILL, J. V. (1982). Constructive processes in skilled and less-skilled comprehenders. British Journal of Psychology, 73, 13-20. Cerca con Google

OERLEMANS, M., & DODD, B. (1993). Development of spelling ability and letter-sound orientation in primary school children. European Journal of Disorders of Communication, 28, 349-367. Cerca con Google

OGNJENOVIĆ, V., LUKATELA, G., FELDMAN, L.B., & TURVEY, M.T. (1983). Misreadings by beginning readers of Serbo-Croatian. Quarterly Journal of Experimental Psychology, 35A, 97-109. Cerca con Google

OLIVIERO FERRARIS, A., DI PINTO, R., & BERRETTA, L. (1990). Risposte del neonato alle mimiche del volto umano. Giornale di neuropsichiatria dell’età evolutiva, 10(2), 147-152. Cerca con Google

OLOFSSON, A., & LUNDBERG, I. (1983). Can phonemic awareness be trained in kindergarten? Scandinavian Journal of Psychology, 24, 35-44. Cerca con Google

ÖNEY, B., & DURGUNOGLU, A.Y. (1997). Beginning to read in Turkish: A phonological transparent orthography. Applied Psycholinguistics, 18, 1-15. Cerca con Google

ORSOLINI, M. (2000). Il suono delle parole. Percezione e conoscenza del linguaggio nei bambini. Cerca con Google

Firenze: La Nuova Italia. Cerca con Google

PALLOTTI, G. (1998). La seconda lingua. Milano: Bompiani. Cerca con Google

PARADIS, M. (2004). A Neurolinguistic Theory of Bilingualism. Philadelphia: Benjamins. Cerca con Google

PATTERSON, K., & MORTON, J. (1985). From orthography to phonology: An attempt at an Cerca con Google

old interpretation. In K. Patterson, & M. Coltheart (Eds.), Surface dyslexia. Hillsdale, NJ: Cerca con Google

Erlbaum, 335-359. Cerca con Google

PATTERSON, K., SEIDENBERG, M., & MCCLELLAND, J. (1989). Connections and disconnections: Dyslexia in a computational model of reading. P. Morris (Ed.), Parallel distributed processing: Implications for psychology and neuroscience. London: Oxford Cerca con Google

University Press, 131-181. Cerca con Google

PAUL, K., & THOMAS, V. (1987). Winnie the witch. New York: Kane-Miller Book Publishers. Cerca con Google

PEARSON, B.Z. (2009). Children with two languages. In E. Bavin (Ed.), The Cambridge Handbook of Child Language. Cambridge: Cambridge University Press, 379-397. Cerca con Google

PENG, D.-L., Y.-P., & YANG, H. (1997). Orthographic processing in the identification of Chinese characters. In H.C. Chen (Ed.), Cognitive processing of Chinese and related Asian languages. Hong Kong: Chinese University Press, 86-108. Cerca con Google

PERERA, K. (1984). Children’s writing and reading: Analysing classroom language. Oxford: Blackwell. Cerca con Google

PERFETTI, C.A. (1985). Reading ability. New York: Oxford University Press. Cerca con Google

PERFETTI, C.A. (1986). Continuities in reading acquisition, reading skill, and reading disability. Remedial and Special Education, 7, 11-21. Cerca con Google

PERFETTI, C.A. (1998). Comprehending written language: A blueprint of the reader. In C.M. Brown, & P. Hagoort (Eds.), The neurocognition of language. Oxford: Oxford University Press, 167-208. Cerca con Google

PERFETTI, C.A., & SANDAK, R. (2000). Reading optimally builds on spoken language: Implications for deaf readers. Journal of Deaf Studies & Deaf Education, 5, 32-50. Cerca con Google

PERFETTI, C.A., LIU, Y., TAN, L.H. (2005). The lexical constituency model: Some implications of research on Chinese for general theories of reading. Psychological Cerca con Google

Review, 112, 43-59. Cerca con Google

PERFETTI, C.A., ZHANG, S., & BERENT, I. (1992). Reading in English and Chinese: Evidence Cerca con Google

for a ‘universal’ phonological principle. In Frost, R., & Kats, L. (Eds.), Orthography, phonology, morphology, and meaning. Amsterdam: North-Holland, 227-248. Cerca con Google

PERFETTI, C.A., BECK, I., BALL, L.C., & HUGHES, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283-319. Cerca con Google

PETERS, M.L. (1967). The influence of reading methods on spelling. British Journal of Educational Psychology, 37, 47-53. Cerca con Google

PINHEIRO, A.M.V. (1995). Reading and spelling development in Brazilian Portuguese. Reading and Writing, 7, 111-138. Cerca con Google

PINTO, G. (1992). La consapevolezza fonologica in età pre-scolare: uno studio su soggetti italiani. Unpublished manuscript. Cerca con Google

PINTO, G. (1993). Dal linguaggio orale alla lingua scritta: continuità e cambiamento. Firenze: La Nuova Italia. Cerca con Google

PINTO, G., & Carta, P. (1989). Dal prerequisito all’alfabetizzazione: teorie psicologiche e progettazioni didattiche, Continuità e Scuola, 2(3), 53-68. Cerca con Google

PLANTY, M., HUSSAR, W., SNYDER, T., KENA, G., KEWALRAMANI, A., KEMP, J., BIANCO, K., Cerca con Google

DINKES, R. (2009). The Condition of Education 2009 (NCES 2009-081). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, Washington, DC. Cerca con Google

PORCELLI, G. (Eds.), (1993). L’insegnante di lingue nella scuola elementare. Brescia: La Scuola. Cerca con Google

PORCELLI, G., & BALBONI, P.E. (1992). L’insegnamento delle lingue straniere nella scuola Cerca con Google

elementare. Brescia: La Scuola. Cerca con Google

PORPODAS, C. (2006). Literacy acquisition in Greek: Research review of the role of phonological and cognitive factors. In R.M. Joshi, & P.G. Aaron (Eds.), Handbook of orthography and literacy. Mahwah, NJ: Erlbaum, 189-199. Cerca con Google

PRATT, A.C., & BRADY, S. (1988). Relation of phonological awareness to reading disability Cerca con Google

in children and adults. Journal of Educational Psychology, 80(3), 319-323. Cerca con Google

PRICE, L.M., & RUSCHER, K.Y. (2006). Fostering phonological awareness using shared book reading and an embedded-explicit approach. In A. van Kleeck (Ed.), Sharing Books and Stories to Promote Language and Literacy. San Diego, CA: Plural Publishing, 15-76 Cerca con Google

QUIROGA, T., LEMOS-BRITTON, Z., MOSTAFAPOUR, E., ABBOTT, R.D., & BERNINGER, V.W. (2001). Phonological awareness and beginning reading in Spanish-speaking ESL first graders: Research into practice. Journal of School Psychology, 40 (1), 85-109. Cerca con Google

RACK, J., SNOWLING, M., & OLSEN, R. (1992). The nonword reading deficit in developmental dyslexia: A review. Reading Research Quarterly, 27, 28-53. Cerca con Google

RAYNER, K., & POLLATSEK, A. (1993). The psychology of reading. Englewood Cliffs, NJ: Prentice-Hall. Cerca con Google

READ, C., ZHANG, Y., NIE, H., & DING, B. (1986). The ability to manipulate speech sounds depends on knowing alphabetic writing. Cognition, 24, 31-44. Cerca con Google

RICCI GAROTTI, F. (2001). L’incontro con la lingua tedesca. In P.E. Balboni, C.M. Coonan, & F. Ricci Garotti (Eds.). Lingue straniere nella scuola dell’infanzia. Perugia-Welland: Guerra-Soleil, 23-46. Cerca con Google

RICHGELS, D.J., POREMBA, K.J., & MCGEE, L.M. (1996). Kindergarteners talk about print: Cerca con Google

Phonemic awareness in meaningful contexts. The Reading Teacher, 49, 632-642. Cerca con Google

RIEBEN, L., & PERFETTI, C.A. (Eds.), (1991). Learning to Read: Basic research and its implications, Hillsdale, NJ: Erlbaum. Cerca con Google

RISPENS, J. (1990). Comprehension problems in dyslexia. In D. Balota, G. Flores D’Arcais, & K. Rayner (Eds.), Comprehension processes in reading. Hillsdale, NJ: Erlbaum, 603-620. Cerca con Google

ROMAINE, S. (1995). Bilingualism, 2nd ed. Oxford: Blackwell. Cerca con Google

ROSNER, J. (1974). Auditory analysis training with prereaders. The Reading Teacher, 27, 379-384. Cerca con Google

ROSNER, J. (1999). Phonological Awareness Skills Program Test. Austin, TX: PRO-ED. Cerca con Google

ROSNER, J., & SIMON, D. (1971). The Auditory Analysis Test: An initial report. Journal of Learning Disabilities, 4, 384-392. Cerca con Google

ROSNER, J., & SIMON, D. (1974). Auditory analysis training with prereaders. The Reading Teacher, 27, 379-384. Cerca con Google

ROTH, F., & SPEKMAN, N. (1989). Higher order language processes and reading disabilities. In A. Kamhi, & H. Catts (Eds.), Reading disabilities: A developmental language perspective. Boston: Little, Brown, 159-198. Cerca con Google

RUDDELL, R.B., & UNRAU, N.J. (Eds.), (2004). Theoretical models and processes of reading. Cerca con Google

Newmark, DE: International Reading Association. Cerca con Google

RUMELHART, D. (1977). Toward an interactive model of reading. In S. Dornic (Ed.), Attention and performance, vol. 6. Hillsdale; NJ: Erlbaum, 573-603. Cerca con Google

RUMELHART, D., & MCCLELLAND, J. (Eds.), (1986). Parallel distributed processing: Explorations in the microstructure of cognition, vol. 1. Cambridge, MA: MIT Press. Cerca con Google

SAMUELS, S.J. (1976). Modes of word recognition. In R.B. Ruddell, & N.J., Unrau (Eds.), Theoretical models and processes of reading. Newmark, DE: International Reading Association, 270-282. Cerca con Google

SAMUELS, S.J., & KAMIL, M.L. (1984). Models of the reading process. In P.D. Pearson (Ed.), Handbook of reading research, vol. 1. New York: Longman, 185-224. Cerca con Google

SANTIPOLO, M. (2006). Le varietà dell’inglese contemporaneo. Roma: Carocci. Cerca con Google

SAVIN, H.B. (1972). What the child knows about speech when he starts to learn to read. In J.F. Kavanagh, & I.G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading. Cambridge, MA: MIT Press, 319-326. Cerca con Google

SAWYER, D. (1992). Language abilities, reading acquisition and developmental dyslexia: A discussion of hypothetical and observed relationships. Journal of Learning Disabilities, 25, 82-95. Cerca con Google

SCARBOROUGH, H.S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728-1743. Cerca con Google

SCARBOROUGH, H.S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B.K. Shapiro, P.J. Accardo, & A.J. Capute (Eds.), Specific reading disability: A view of the spectrum. Cerca con Google

Timonium, MD: York Press, 75-119. Cerca con Google

SCARBOROUGH, H.S. (2001). Connecting early language and literacy to later reading (d Cerca con Google

Download statistics

Solo per lo Staff dell Archivio: Modifica questo record