Berko, J. (1958). The child’s learning of English morphology. Word, 14, 150–177.
Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read – A causal connection. Nature, 301, 419–421.
Bruce, D. J. (1964). The analysis of word sounds by young children. British Journal of Educational Psychology, 34, 158–170.
Bybee, J., & Slobin, D. I. (1982). Rules and schemas in the development and use of the English past. Language, 58, 265–289.
Carlisle, J. (1987). The use of morphological knowledge in spelling derived forms by learning-disabled and normal students. Annals of Dyslexia, 37, 90–108.
Carlisle, J. (1988). Knowledge of derivational morphology and spelling ability in fourth, sixth, and eighth graders. Applied Psycholinguistics, 9, 247–266.
Chomsky, C. (1970). Reading, writing and phonology. Harvard Educational Review, 40, 287–309.
Chomsky, N. (1970). Phonology and reading. In Levin, H. & Williams, J. P. (Eds.), Basic studies in reading. New York: Basic Books.
Chomsky, N., & Halle, M. (1968). The sound pattern of English. New York: Harper & Row.
Derwing, B., & Baker, W. (1979). Recent research on the acquisition of English morphology. In Fletcher, P. & Garman, M. (Eds.), Language acquisition (1st ed.). Cambridge: Cambridge University Press.
Derwing, B., & Baker, W. (1986). Assessing morphological development. In Fletcher, P. & Garman, M. (Eds.), Language acquisition (2nd ed.). Cambridge: Cambridge University Press.
Ehri, L. (1989). Movement into word reading and spelling: How spelling contributes to reading. In Mason, J. (Ed.), Reading and writing connections. Boston: Allyn & Bacon.
Ehri, L., & Wilce, L. (1980). The influence of orthography on readers: Conceptualizations of the phonemic structure of words. Applied Psycholinguistics, 1, 371–385.
Ferguson, C. A., & Farwell, C. B. (1975). Words and sounds in early language acquisition. Language, 51, 419–439.
Ferguson, C. A., & Ganica, O. K. (1975). Theories of phonological development. In Lenneberg, E. H. & Lenneberg, E. (Eds.), Foundations of language development: A multidisciplinary approach (Vol. 1). New York: Academic.
Fox, B., & Routh, D. (1975). Analyzing spoken language into words, syllables, and phonemes: A developmental study. Journal of Psycholinguistic Research, 4, 331–342.
Fox, B., & Routh, D. (1976). Phonemic analysis and synthesis as word-attack skills. Journal of Educational Psychology, 68, 70–74.
Fox, B., & Routh, D. (1984). Phonemic analysis and synthesis as word attack skills: Revisited. Journal of Educational Psychology, 76, 1059–1064.
Fromkin, V. (1971). The non-anomalous nature of anomalous utterances. Language, 47, 27–52.
Halle, M. (1962). Phonology in a generative grammar. Word, 18, 54–72.
Harris, A., & Jacobson, M. (1972). Basic elementary reading vocabularies. New York: Macmillan.
Hyman, L. M. (1975). Phonology: Theory and analysis. New York: Holt, Rinehart & Winston.
Jones, N. K. (1979). Development of linguistic awareness of phonemic segments and the acquisition of reading in first grade and kindergarten children. Unpublished doctoral dissertation, Cornell University, Ithaca, NY.
Kiparsky, P. (1968). Linguistic universals and linguistic change. In Bach, E. & Harms, R. T. (Eds.), Universals in linguistic theory. New York: Holt, Rinehart & Winston.
Kiparsky, P., & Menn, L. (1977). On the acquisition of phonology. In Macnamara, J. (Ed.), Language, learning, and thought. New York: Academic.
Liberman, I. Y. (1973). Segmentation of the spoken word and reading acquisition. Bulletin of the Orlon Society, 8, 65–77.
Liberman, I. Y., & Shankweiler, D. (1979). Speech, the alphabet, and teaching to read. In Resnick, L. & Weaver, P. (Eds.), Theory and practice of early reading. Hillsdale, NJ: Erlbaum.
Liberman, I. Y., & Shankweiler, D. (1985). Phonology and the problems of learning to read and write. Remedial and Special Education, 6, 8–17.
Liberman, I. Y., Shankweiler, D., Liberman, A., Fowler, C., & Fischer, F. (1977). Phonetic segmentation and recoding in the beginning reader. In Reber, A. & Scarborough, D. (Eds.), Toward a psychology of reading: The proceedings of the CUNY Conferences. Hillsdale, NJ: Erlbaum.
Locke, J. (1986). Speech perception and the emergent lexicon: An ethological approach. In Fletcher, P. & Garman, M. (Eds.), Language acquisition (2nd ed.). Cambridge: Cambridge University Press.
Locke, J. (1988). The sound shape of early lexical representations. In Smith, M. & Locke, J. (Eds.), The emergent lexicon: The child’s development of a linguistic vocabulary. San Diego: Academic.
Macken, M. (1979). Developmental reorganization of phonology: A hierarchy of basic units of acquisition. Lingua, 49, 263, 265, 267–268, 314.
Macken, M. (1986). Phonological development: A crosslinguistic perspective. In Fletcher, P. & Garman, M. (Eds.), Language acquisition (2nd ed.). Cambridge: Cambridge University Press.
Mann, V. (1986). Phonological awareness: The role of reading experience. Cognition, 24, 65–92.
Mattingly, I. (1984). Reading, linguistic awareness and language acquisition. In Downing, J. & Veltin, R. (Eds.), Linguistic awareness and learning to read. New York: Springer-Verlag.
Menn, L. (1978). Phonological units in beginning speech. In Bell, A. & Hooper, J. (Eds.), Syllables and segments. Amsterdam: North-Holland.
Moskowitz, A. (1970). The acquisition of phonology. Berkeley: University of California Language & Behavior Research Lab.
Moskowitz, B. A. (1980). Idioms in phonology acquisition and phonological change. Journal of Phonetics, 8, 69–83.
Nearey, T. (1981). The psychological reality of phonological representations: Experimental evidence. In Myers, T., Laver, J., & Anderson, J. (Eds.), The cognitive representation of speech. Amsterdam: North-Holland.
Olmsted, D. (1971). Out of the mouths of babes. The Hague: Mouton.
Olofsson, A., & Lundberg, I. (1983). Can phonemic awareness be trained in kindergarten? Scandinavian Journal of Psychology, 24, 35–44.
Peters, A. (1983). The units of language acquisition. Cambridge: Cambridge University Press.
Read, C. (1975). Children’s categorization of speech sounds in English (Research Report No. 17). Urbana, IL: National Council of Teachers of English.
Rosner, J., & Simon, D. (1971). The Auditory Analysis Test: An initial report. Journal of Learning Disabilities, 4, 40–48.
Savin, H. (1972). What the child knows about speech when he starts to learn to read. In Kavanagh, J. & Mattingly, I. (Eds.), Language by ear and eye. Cambridge, MA: MIT Press.
Schane, S. (1973). Generative phonology. Englewood Cliffs, NJ: Prentice-Hall.
Steinberg, D. (1973). Phonology, reading, and Chomsky and Halle’s optimal orthography. Journal of Psycholinguistic Research, 2, 239–258.
Teale, W., & Sulzby, E. (Eds.). (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex.
Templeton, S., & Scarborough-Franks, L. (1985). The spelling’s the thing: Knowledge of derivational morphology in orthography and phonology among older students. Applied Psycholinguistics, 6, 371–390.
Treiman, R. (1985). Spelling of stop consonants after /s/ by children and adults. Applied Psycholinguistics, 6, 261–282.
Treiman, R. (1987). On the relationship between phonological awareness and literacy. Cahiers de Psychologie Cognitive, 7(5), 524–529.
Waterson, N. (1971). Child phonology: A prosodie view. Journal of Linguistics, 7, 179–211.
Wepman, J., & Hass, W. (1969). Spoken word count: Children ages 5, 6, and 7. Los Angeles: Western Psychological Services.
Wysocki, K., & Jenkins, J. (1987). Deriving word meanings through morphological generalization. Reading Research Quarterly, 22, 66–81.
Zifcak, M. (1981). Phonological awareness and reading acquisition. Contemporary Educational Psychology, 6, 117–126.