La conciencia fonémica, aliada de la adquisición del lenguaje escrito

Bibliographic References

• Anthony, J. y Lonigan, C. (2004). The nature of phonological awareness: Converging evidence from four studies of preschool and early grade school children. Journal of Educational Psychology, 96, 43-55.
• Anthony, J., Lonigan, C.J.; Burgess, S.R.; Driscoll, L.K., Philips, B., y Cantor, B. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables and phonemes. Journal of Experimental Child Psychology, 82, 65-92.
• Baños, H. (2000). Phonological awareness, literacy and bilingualism. Tesis doctoral. Universidad de Oxford (UK).
• Bertelson, P. (1986). The onset of literacy: Liminal remarks. Cognition, 24, 1-30.
• Bradley, L., y Bryant, P. (1983). Categorizing sounds and learning to read: A causal connection. Nature, 301, 419-421.
• Bruck, M. y Treiman, R. (1990). Phonological awareness and spelling in normal children and dyslexic: The case of initial consonant clusters. Journal of Experimental Child Psychology, 50, 156-178.
• Caravolas, M. y 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.
• Caravolas, M., Hulme, C. y Snowling, M.J. (2001). The foundations of spelling ability: Evidence from a 3-year longitudinal study. Journal of Memory and Language, 45, 751-774.
• Caravolas, M. y Landerl, K. (2011). The influences of syllable structure and reading ability on the development of phoneme awareness: A longitudinal, cross-linguistic study. Scientific Studies of Reading [en prensa].
• Carrillo, M. (1994). Development of phonological awareness and reading acquisition. Reading and Writing: An Interdisciplinary Journal, 6, 279-298.
• Carrillo Jiménez, A. y Carrera Álvarez, C. (1993). Programa de habilidades metafonológicas. (Actividades y preparación para la lectura). Madrid: CEPE.
• Castles, A. y Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77-111.
• Cossu, G., Shankweiler, D., Liberman, I.Y., Katz, L. y Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9, 1-16.
• Defior, S. (1996). Una clasificación de las tareas utilizadas en la evaluación de las habilidades fonológicas y algunas ideas para su mejora. Infancia y Aprendizaje, 73, 9-63.
• Defior, S. (2004). Phonological awareness and learning to read: A crosslinguistic perspective. En: P. Bryant y T. Nunes (Eds.), Handbook on children's literacy (pp. 631-649). London: Academic Press.
• Defior, S. (2008). ¿Cómo facilitar el aprendizaje inicial de la lectoescritura? Papel de las habilidades fonológicas. Infancia y Aprendizaje, 31, 333-345.
• Defior, S. y Herrera, L. (2003). Les habilités de traitement phonologique des enfants prélecteurs espagnols. En: M.N. Rondhane, J.E. Gombert y M. Belajonza (Eds.), L'aprentissage de la lecture. Perspective comparative interlangue (pp. 161-176). Rennes: Presses Universitaires de Rennes.
• Defior, S., Herrera, L. y Serrano, F. (2006). Habilidades de análisis y síntesis fonémica: su evolución y relación con la lectoescritura. En: J. Salazar, M. Amengual y M. Juan (Eds.). Usos sociales del lenguaje y aspectos psicolingüísticos: perspectivas aplicadas (pp. 16-27). Palma de Mallorca: Servicio de publicaciones de la Universidad de Palma de Mallorca.
• Defior, S.; Gallardo, J.R. y Ortúzar, R. (2003). Aprendiendo a leer: Materiales de apoyo. Niveles 1 y 2. 2.a Edición. Archidona: Aljibe.
• Defior, S.; Serrano, F. y González Trujillo, M.C. (2004). Influencia de la complejidad lingüística de los ítems en la evolución de la conciencia fonológica. En: F. Miras, N. Yuste y F. Valls F. (Eds.), Calidad Educativa (335-342, CD-Rom). Almería: Universidad de Almería.
• Defior, S.; Serrano, F. y Marín-Cano, M.J. (2008). El poder predictivo de las habilidades de conciencia fonológica en la lectura y escritura en castellano. En: E. Diez-Itza (Ed.), Estudios de desarrollo del lenguaje y educación. Studies on Language Development and Education (pp. 339-347). Oviedo: ICE Monografías Aulas Abierta.
• Defior, S. y Tudela, P. (1994). Effect of phonological training on reading and writing acquisition. Reading and Writing. An Interdisciplinary Journal, 6, 299-320.
• Domínguez, A.B. (1996). Evaluación de los efectos a largo plazo de las habilidades de análisis fonológico en el aprendizaje de la lectura y de la escritura. Infancia y Aprendizaje, 76, 83-96.
• Duncan, L.G., Colé, P., Seymour, P.H.K., y Magnan, A. (2006). Differing sequences of metaphonological development in French and English. Journal of Child Language, 33, 369-399.
• Duncan, L.G., Seymour, P.H.K., y Hill, L.G. (1997). How important are rhyme and analogy in beginning reading? Cognition, 63, 171-208.
• Ehri, L.C., Nunes, S.R., Willows, D.M., Valeska Schuster, B., Yaghoub-Zaden, Z. y Shananan, T. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel's meta-analysis. Reading Research Quarterly, 36, 250-287.
• Equipo Técnico Español (1997). Programa de habilidades metalingüísticas de segmentación de palabras. Lecto-escritura. Madrid: Escuela Española.
• Frith, U. (1980). Cognitive processes in spelling. London, UK: Academic Press.
• Gabrielli, J.D. (2009). Dyslexia: a new synergy between education and cognitive neuroscience. Science, 325, 280-283.
• Gómez, P.; Valero, J.; Buades, R. y Pérez, A.M. (1995). Programa de refuerzo de las habilidades metalingüísticas. Madrid: EOS.
• Goswami, U. y Bryant, P. 1990. Phonological Skills and Learning to Read. East Sussex: U.K.: LEA.
• Goswami, U. y East, M. (2000). Rhyme and analogy in beginning reading: conceptual and methodological issues. Applied Psycholinguistics, 2, 63-93.
• Hulme, Ch.; Hatcher, P.J. Nation, N.; Braun, A.; Adams, J. y Stuart, G. (2002). Phoneme Awareness Is a Better Predictor of Early Reading Skill Than Onset-Rime Awareness. Journal of Experimental Child Psychology, 82, 2-28.
• Jackson, N.E. y Butterfield, E.C. (1989). Reading-level-match designs: Myths and realities, Journal of Literacy Research, 21, 387-412.
• Jiménez, J.E., García, E., Ortiz, R., Hernández-Valle, I., Guzmán, R., Rodrigo, M. y cols. (2005). Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure? Applied Psycholinguistic, 26, 267-283.
• Jiménez, J.E. y Ortiz, M.R. (1995). Conciencia fonológica y aprendizaje de la lectura. Teoría, evaluación e intervención. Aplicación en el aula. Madrid: Síntesis.
• Landerl, K. y Wimmer, H. (2000). Deficits in phoneme segmentation are not the core problem of dyslexia: Evidence from German and English children. Applied Psycholinguistic, 21, 243-262.
• Landerl, K., Wimmer, H. y Frith, U. (1997). The impact of orthographic consistency on dyslexia: A German-English comparison. Cognition, 63, 315-334.
• Liberman, A.M. (1995). The relation of speech to reading and writing. En: B. de Gelder y J. Morais (Eds.), Speech and Reading: A Comparative Approach (pp. 17-31). Erlbaum (UK) Taylor & Francis.
• Liberman, I.Y., Shankweiler, D., Fischer, F.W. y Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201-212.
• Lindgren, S.D., De Renzi, E. y Richman, L.C. (1985). Cross-national comparisons of developmental dyslexia in Italy and the United States. Child Development, 56, 1404.
• Lundberg, I., Frost, J. y Petersen, O.P. (1988). Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
• Lyytinen, H., Ahonen, T., Eklund, K., Guttorm, T.K., Laakso, M.-L., Leinonen, S. y cols. (2001). Developmental pathways of children with and without familial risk for dyslexia during the first years of life. Developmental Neuropsychology, 20, 535-554.
• Mann, V.A. (1986). Phonological awareness: The role of reading experience. Cognition, 24, 65-92.
• Mattingly, I.G. (1972). Reading, the linguistic process, and linguistic awareness. En: J.F. Kavanagh y I.G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 133-147). Cambridge, MA: MIT Press.
• Mcbride-chang, (1995). What is phonological awareness? Journal of Educational Psychology, 87, 179-192.
• Morais, J. (1994). L'art de lire. París: Odile Jacob [Trad. Cast. de S. Defior, El arte de leer. Madrid: Visor, 1998].
• Morais, J., Alegria, J. y Content, A. (1987). The relationships between segmental analysis and alphabetic literacy: an interactive view. Cahiers de Psychologie Cognitive. European Bulletin of Cognitive Psychology, 7, 415-438.
• Morais, J., Cary, L., Alegria, J. y Bertelson, P. (1979). Does Awareness of Speech as a Sequence of Phones Arise Spontaneusly? Cognition, 7, 323-331.
• Paulessu, E., Démonet, J.F., Fazio, F., McCrory, E., Chanoine, V., Brunswick, N. y cols. (2001). Dyslexia: Cultural Diversity and Biological Unity. Science, 291, 2165-2167.
• Perin, D. (1983). Phonemic Segmentation and Spelling. British Journal of Psychology, 74, 129-144.
• Read, C. y Ruyter, L. (1985). Reading and spelling skills in adults of low literacy. Reading and Special Education, 6, 43-52.
• Rueda, M. y Sánchez, E. (1991). Conexión entre conocimiento fonémico y dyslexia: un estudio instruccional. Cognitiva, 8, 215-234.
• Sánchez, E. y Rueda, M. (1991). Segmental Awareness and Dyslexia: Is it Possible to Learn to Segment Well and Yet Continue to Read and Write Poorly? Reading and Writing: An Interdisciplinary Journal, 3, 11-18.
• Serrano, F. y Defior, S. (2005). Disléxicos en español. Papel de la fonología y la ortografía. Tesis Doctoral. Universidad de Granada.
• Serrano, F.; Defior, S. y Martos, F. (2003). To be or not to be phonologically aware: A reflection about metalinguistic skills of student of teacher. En: R.M. Joshi; C.K. Leong y B.L.J. Kaczmarek (Eds.), Literacy acquisition: The rol of Phonology, Morphology and Orthography (pp. 209-215). Amsterdam: IOS Press.
• Serrano, F.; González-Trujillo, M.C.; Defior, S. y Carpio, M.V. (2005). La emergencia de la conciencia fonémica en niños prelectores españoles. En: J.M. Oro, J. Varela Zapata y JoDee Anderson (Eds.), Lingüística Aplicada al aprendizaje de lenguas (pp. 371-379). Santiago de Compostela: Servizo de Publicacións da Universidade de Santiago de Compostela.
• Shankweiler, D. y Fowler, A.E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17, 483-515.
• Shankweiler, D. y Liberman, I.Y. (1989). Phonology and reading disability: solving the reading puzzle. Ann Arbor, MI: University of Michigan Press.
• Shankweiler, D. y Studdert-Kennedy, M. (1967). Identification of consonants and vowels presented to left and right ears. Quarterly Journal of Experimental Psychology, 19, 59-63.
• Snowling, M.J. (2004). Reading development and dyslexia. En: U. Goswami (Ed), Handbook of Childhood Cognitive Development (pp. 394-411). Malden, Massachusetts: Blackwell Publishers.
• Scarborough, H.S., Ehri, L.C., Olson, R.K. y Fowler, A.E. (1998). The fate of Phonemic Awareness Beyond the Elementary School Years. Scientific Studies of Reading, 2, 115-142.
• Stainthorp, R. (1999). Student teachers' performance on a phonological awareness test. Paper, presented at the Meeting of the Scientific Society for the Study of Reading, 1999, Montreal.
• Stahl, S.A. y Murray, B.A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.
• Stanovich, K., Cunningham, A. y Cramer, B. (1984). Assesing phonological awareness in kindergarten children: lssues of task comparability. Journal of Experimental Child Psychology, 38, 175-190.
• Torgesen, J.K. y Davis, C. (1996). Individual Difference Variables That Predict Response to Training in Phonological Awareness. Journal of Experimental Child Psychology, 63, 1-21.
• Treiman, R. (2004). Phonology and spelling. En: P. Bryant y T. Nunes (Eds.), Handbook of children's literacy. Dordrecht, the Netherlands: Kluwer.
• Treiman, R.; Broderick, V.; Tinconff, R. y Rodríguez, K. (1998). Children's phonological awareness: confusions between phonemes that differ only in voicing. Journal of Experimental Child Psychology, 68, 3-21.
• Troia, G.A. (1999). Phonological awareness intervention research: A critical view of the experimental methodology. Reading Research Quarterly, 34, 28-52.
• Wagner, R.K., Torgesen, J.K. y Rashote, C.A. (1994). Development of reading-related phonological abilities: New evidence of bidirectional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73-87.
• Wimmer, H., Landerl, K., Linorter, R. y Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition, but still important. Cognition, 40, 219-249.
• Yoop, H.K. (1988), The validity and realibility of phonemic awareness test. Reading Research Quarterly, 23, 159-177.
• Ziegler, J. y Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3-29.