___

• Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge: MIT Press.
• Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: Overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Educational Psychology, 96, 43–55.
• Ashby, M., & Maidment, J. (2005). Introducing phonetic science. Cambridge: Cambridge University Press.
• Baddeley, A. D. (1982). Domains of recollection. Psychological Review, 89, 708-729.
• Baker, E., Croot, K., McLeod, S., & Paul, R. (2001). Psycholinguistics models of speech development and their application to clinical practice. Journal of Speech, Language and Hearing Research, 44, 685-702.
• Bernhardt, B., & Stoel-Gammon, C. (1994). Nonlinear phonology: Introduction and clinical application. Journal of Speech and Hearing Research, 37, 123–143.
• Bialystok, E., Majumder, S., & Martin, M. M. (2003). Developing phonological awareness: Is there a bilingual advantage? Applied Psycholinguistics, 24, 27– 44.
• Bialystok, E., McBride-Chang, C., & Luk, G. (2005). Bilingualism, language proficiency, and learning to read in two writing systems. Journal of Educational Psychology, 97, 580–590.
• Bowers, P. G., & Wolf, M. (1993). Theoretical links among naming speed, precise timing mechanisms and orthographic skill in dyslexia. Reading and Writing: An Interdisciplinary Journal, 5, 69–85.
• Bradley, L., & Bryant, P. (1983). Categorizing sounds and learning to read: A casual connection. Nature, 301, 419–421.
• Brady, S., & D. Shankweiler (Eds) (1991). Phonological processes in literacy. A tribute to Isabelle Liberman. Hillsdale: LEA Publishers.
• Bryant, P. E., MacLean, M., Bradley, L. L., & Crossland, J. (1990). Rhyme and alliteration, phonemic detection, and learning to read. Developmental Psychology, 26, 429–438.
• Coltheart, M. (1978). Lexical access in simple reading tasks. In G. Underwood (Ed.), Strategies of information processing (pp.151-216). London: Academic Press.
• 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.
• Connelly, V., Johnston, R., & Thompson, B.G. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14, 423–457.
• Cook, V., & Bassetti, B. (2005). An introduction to researching second language writing systems. In V. Cook & B. Bassetti (Eds.). Second language writing systems (pp. 1–67).Clevedon: Multilingual Matters.
• D’Angiulli, A., Siegel, L. S., & Serra, E. (2001). The development of reading in English and in Italian in bilingual children. Applied Psycholinguistics, 22, 479–507.
• Defior, S., Martos, F., & Cary, L. (2002). Differences in reading acquisition development in two shallow orthographies: Portuguese and Spanish. Applied Psycholinguistics, 23, 135–148.
• Dufva, M., Niemi, P., & Voeten, M.J.M. (2001). The role of phonological memory, word recognition, and comprehension skills in reading development: from preschool to grade 2. Reading and Writing: An Interdisciplinary Journal, 14, 91–117.
• Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing: An Interdisciplinary Journal, 11, 281–299.
• Durgunoğlu, A. Y., Nagy, W. E., & Hancin-Bhatt, B. J. (1993). Cross-language transfer of phonological awareness. Journal of Educational Psychology, 85, 453–465.
• Ehri, L. (1992). Reconceptualizing the development of sight word reading and its relationship to recoding. In L. Gough & R. Treiman (Eds.), Reading acquisition (pp. 107-143). Hillsdale: Erlbaum.
• Ehri, L. (1996). Development of the ability to read words. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research, Volume 3 (pp. 383-417). Mahwah: L. Erlbaum Associates.
• Ehri, L.C. (1995). Phases of development in learning to read by sight. Journal of Research in Reading, 18, 116–125.
• Ehri, L.C. (1999). Phases of development in learning to read words. In J. Oakhill & R. Beard (Eds.), Reading development and the teaching of reading: A psychological perspective. (pp. 79–108). Oxford: Blackwell Science.
• Field, A. (2003). How to design and report experiments. London; Thousand Oaks; California : Sage Publications.
• Frith, U. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia (pp. 301–330). London: Erlbaum.
• Fromkin, V., Rodman, R., & Hyams, N. (2003). An introduction to language. Boston: Thomson Heinle.
• Frost, J. (2001). Differences in reading development among Danish beginning-readers with high versus low phonemic awareness on entering grade one. Reading and Writing: An Interdisciplinary Journal, 14, 615–642.
• Gathercole, S., & Baddeley, A. (1990). Phonological memory deficits in language disordered children: Is there a causal connection? Journal of Memory and Language, 29, 336–360.
• Geva, E., & Siegel, L. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal , 12, 1–30.
• Gillon, G. T. (2006). Phonological awareness intervention: A preventive framework for preschool children with specific speech and language impairments. In R. J. McCauley, M. E. Fey (Eds.), Treatment of language disorders in children (pp. 279–307). Baltimore; London; Sydney: Paul H. Brookers Publishing Co.
• Gillon, G. T. (2007). Phonological awareness: From research to practice. New York: The Guilford Press.
• Glushko, R. (1979). The organization and activation of orthographic knowledge in reading aloud. Journal of Educational Psychology: Human Perception and Performance, 5, 674–691.
• Goswami, U. (1994b). Toward an interactive analogy of reading: Decoding vowel graphemes in beginning reading. Journal of Experimental Child Psychology, 56, 443–475.
• Goswami, U. (2000). Phonological and Lexical Processes. In R. Barr, M. Kamil, P. Mosenthal & P. Pearson (Eds.), Handbook of reading research, Volume 3 (pp. 251–268). Mahwah: L. Erlbaum Associates.
• Goswami, U., & Bryant, P. E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Erlbaum.
• 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.
• Harm, M. W., & Seidenberg, M. S. (1999). Phonology, reading acquisition and dyslexia: Insights from connectionist models, Phonological Review, 106, 491– 528.
• Hoien, T., Lundberg, I., Stanovich, K. E., & Bjaalid, I. K. (1995). Components of phonological awareness. Reading and Writing: An Interdisciplinary Journal, 7, 171–188.
• Huck, S. W. (2004). Reading statictics and research. Boston: Pearson Education.
• Juel, C. (1996). Beginning reading. In R. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research, Volume 2 (pp. 759–788). Mahwah: L. Erlbaum Associates.
• Katz, L., & Frost, R. (1992). The reading process is different for different orthographies: The orthographic depth hypothesis. In R. Frost & L. Katz (Eds.). Orthography, phonology, morphology, and meaning (pp.67–84). Amsterdam: North-Holland Elsevier Science Publishers B.V.
• Kornfilt, J. (1997). Turkish. London; New York: Routledge.
• 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 disabled, ADHD, and normal children. Reading and Writing: An Interdisciplinary Journal, 13, 105–131.
• LaBerge, D., & Samuels, S. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6, 293–323.
• Ladefoged, P. (1982). A course in phonetics. NY: Harcourt Brace Jovanovich.
• Lafrance, A., & Gottardo, A. (2005). A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics, 26, 559–574.
• Liberman, I. Y., Shankweiler, D., & Liberman, A. M. (1989). The alphabetic principle and learning to read. In D. Shankweiler & I. Y. Liberman (Eds.), Phonology and reading disability (pp. 1-34). Ann Arbor: University of Michigan Press.
• Liberman, I. Y., Shankweiler, D., Fischer, F. W., & Carter, B. (1974). Explicit syllable and phoneme segmentation in the young child. Journal of Experimental Child Psychology, 18, 201–212.
• Lundberg, I., Frost, J., & Petersen, O. P. (1988). Effects of an intensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly, 23, 263-284.
• 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.
• 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 (pp.227-258). London: Routledge & Kegan Paul.
• Marsh, G., Friedman, M., Welch, V., & Desberg, P. (1981b). A cognitive- developmental theory of reading acquisition. In G. E. Mackinnon & T. G. Waller (Eds.), Reading research: Advances in theory and practice (Vol. 3, pp. 199-221). New York: Academic Press.
• Masonheimer, P., Drum, P., & Ehri, L. (1984). Does environmental print identification lead children into word reading? Journal of Reading Behavior, 1, 257-271.
• McMahon, A. (2002). An introduction to English phonology. Oxford: Oxford University Press.
• Muter, V., Hulme, C., & Snowling, M. (1997). Phonological awareness test. London: Psychological Corporation.
• Özsoy, S. A. (2004). Türkçe'nin yapısı-1: Sesbilimi. B.Ü. Dil Merkezi Türkçe'nin Yapısı Dizisi. İstanbul: Boğaziçi Üniversitesi Yayınları.
• Romaine, S. (1995). Bilingualism. Oxford: Blackwell Publishers.
• Schneider, W., Kuspert, P., Roth, E., & Vise, M. (1997). Short and long term effects of training phonological awareness in kindergarten: Evidence from two German studies. Journal of Experimental Child Psychology, 66, 311–340.
• Seidenberg, M. S., & McClelland, J. L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96, 523–568.
• Siegel, L. S. (1989). IQ is irrelevant to the definition of learning disabilities. Journal of Learning Disabilities, 22, 469-479.
• Stanovich, K. E. (1992). Speculations on the causes and consequences of individual differences in early reading acquisition. In P. B. Gough, L. C. Ehri, & R. Treiman (Eds.), Reading acquisition (pp. 307-342). Hillsdale: Lawrence Erlbaum.
• Thompson, G. B., & Johnston, R. S. (1993). The effects of type of instruction on processes of reading acquisition. In G.B. Thompson, W.E. Tunmer & T. Nicholson (Eds.), Reading acquisition processes (pp.74-90). Clevedon, (England): Multilingual Matters.
• Topbaş, S., & Yavaş, M. (2006). Phonological acquisition and disorders in Turkish. In: Z. Hua & B. Dodd (Eds.), Phonological development and disorders in children: a multilingual perspective (pp. 233–285). Clevedon, (England); Buffalo: Multilingual Matters Ltd.
• Torgesen, J. K., Wagner, R. K., & Rashotte, C. A. (1999). The test of word reading efficiency. Austin: PRO-ED.
• Treiman, R., & Zukowski, A. (1991). Levels of phonological awareness. In: S.A. Brady & D.P. Shankweiler (Eds.) Phonological Processes in Literacy: A Tribute Isabelle Y. Liberman (pp. 67–83). Hillsdale: Erlbaum.
• Treiman, R., & Zukowski, A. (1996). Children’s sensitivity to syllables, onsets, rimes, and phonemes. Journal of Experimental Child Psychology, 61, 193–215.
• Treiman, R. (1993). Beginning to spell: A study of first-grade children. New York: Oxford University Press.
• Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28, 425-439.
• Wagner, R., & Torgesen, J. (1987). The nature of phonological processing and its casual role in the acquisition of reading skills. Psychological Bulletin, 101, 192–212.
• Wagner, R., Torgesen, J., & Rashotte, C.A. (1994). The development of reading-related phonological processing abilities: New evidence of bi-directional causality from a latent variable longitudinal study. Developmental Psychology, 30, 73–87.
• Wagner, R., Torgesen, J.K., & Rashotte, C.A. (1999). The comprehensive test of phonological processing. Austin: PRO-ED.
• Wagner, R., Torgesen, J.K., Rashotte, C.A., Hecht, S.A., Barker, T.A., Burgess, S.R., Donahue, J., & Garon, T. (1997). Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: A 5-year longitudinal study. Developmental Psychology, 33, 468–479.
• Wimmer, H., & Goswami, U. (1994). The influence of orthographic consistency on reading development: word recognition in English and German children. Cognition, 51, 91-103.
• Wimmer, H., Landerl, K., Linortner, R., & Hummer, P. (1991). The relationship of phonemic awareness to reading acquisition: More consequence than precondition but still important. Cognition, 40, 219–249.
• Yavaş, M. (2006). Applied English phonology. MA: Blackwell Publishing.
• Ziegler, J. C., & Goswami, U. (2005). Reading acquisition, developmental dyslexia, and skilled reading across languages: A psycholinguistic grain size theory. Psychological Bulletin, 131, 3–29.