___

• Acarlar, F., Ege, P., & Turan, F. (2002). Türk çocuklarında üstdil becerilerinin gelişimi ve okuma ile ilişkisi. Türk Psikoloji Dergisi, 17(50), 63-73.
• Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.
• Akoğlu, G. ve Turan, F. (2012). Eğitsel müdahale yaklaşımı olarak sesbilgisel farkındalık: Zihinsel engelli çocuklarda okuma becerilerine etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 42, 11-22.
• Aksan, D. (2005). Türkçenin zenginlikleri incelikleri. Ankara: Bilgi Yayınevi.
• Akyol, H. ve Temur, T. (2007). “Kelime hazinesinin geliştirilmesi”, Kırkkılıç, A. ve Akyol, H (Ed.), İlköğretimde Türkçe öğretimi, (s.195-232), Ankara: Pegem A Yayıncılık.
• Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly, 23, 285-303.
• Anthony, J. L. & Francis, D. (2005). Development of phonological awareness. Current Directions in Psychological Science, 14, 255–258.
• Aarnoutse, C. & Van Leeuwe, J. (2000). Development of poor and better readers during the elementary school. Educational Research and Evaluation, 6,3, 251-278.Ataman, A. (2004). Gelişim ve öğrenme. (2. bas.). Ankara: Gündüz Eğitim ve Yayıncılık.
• Baayen, R. H., Dijkstra, T. & Schreuder, R. (1997). Singulars and plurals in Dutch: Evidence for a parallel dual-route model. Journal of Memory and Language, 37, 94-117.
• Ball, E. W. (1993). Phonological awareness: What's important and to whom? Reading & Writing: An Interdisciplinary Journal, 5, 141-159.
• Baumann, J. F. ve Kameenui, E. J. (2004). Vocabulary instructin: Research to practice. New York, London. The Guildfor Press.
• Beck, I., ve McKeown, M. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The Elementary School Journal, 107, 251-271.
• Bick, A. S., Frost, R. & Goelman, G. (2009). Imaging implicit morphological processing: evidence from hebrew. Journal of Cognitive Neuroscience, 22, 1955-1969.
• Bishop, D. V. M. & Adams, C. (1990). A prospective study of the relationship between specific language ımpairment, phonological disorders and reading retardation. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 31,7, 1027-1050.
• Bishop, D. V. M., Byers Brown, B. & Robson, J. (1990). The relationship between phoneme discrimination, speech production, and language comprehension in cerebral palsied individuals. Journal of Speech and Hearing Research, 33, 210–219.
• Briggs, L. C. (2013). The significance of morphological awareness in literacy. Retrieved from https://www.researchgate.net/publication/272791246.
• Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). Cognitive psychology and instruction. Upper Saddle River, NJ: Prentice Hall.
• Cain, K. (2006). Individual differences in children's memory and reading comprehension: An investigation of semantic and inhibitory deficits. Memory 14(5), 553-69.Caramazza, A., Laudanna, A. & Romani, C. (1988). Lexical access and inflectional morphology. Cognition, 28, 297–332.
• Carlisle, J. F. (2000). Awareness of the structure and meaning of morphologically complex words: Impact on reading. Reading and Writing: An Interdisciplinary Journal, 12, 169-190.
• Carlisle, J. F. (2003). Morphology matters in learning to read: A commentary. Reading psychology: Education Study and Teaching Periodicals, 24, 291-322.
• Carlisle, J. F. & Stone, C. A. (2003). The effects of morphological structure of children's reading of derived words in English. In: E. Assink & D. Sandra (Eds.). Reading complex words: cross-language studies, ( Pp. 27-49). New York: Plenum Publishers.
• Carlisle, J. F. & Stone, C. A. (2005). Exploring the role of morphemes in word reading. Reading Research Quarterly, 40, 428-449.
• Carrow-Woolfolk, E. & Lynch, J., I. (1982). An Integrative Approach to Language Disorders in Children. Grune & Stratton. Florida. USA.
• Catts, H. W., Fey, M. E., Zhang, X. & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331–361.
• Catts, H. W., Herrera, S., Nielsen, D. C. & Bridges, M. S. (2015). Early prediction of reading comprehension within the simple view framework. Reading and Writing, 28(9), 1407-1425.
• Chaney, C. (1989). I pledge a legiance tothe flag: Three studies in word segmentation. Applied Psycholinguistics, 10, 261-281.
• Cooper, D. H., Roth, F. P., Speece, D. L., & Schatschneider, C. (2002). The contribution of oral language skills to the development of phonological awareness. Applied Psycholinguistics, 23, 399–416.
• Cossu, G., Shankweiler, D., Liberman, I., Katz, L., & Tola, G. (1988). Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics, 9(1), 1-16. doi:10.1017/S0142716400000424.
• Cunningham, A.E. & Stanovich, K.E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.
• Deretarla- Gül, E. ve Bal, B. (2006). Anasınıfı öğretmenlerinin okuma yazmaya hazırlık çalışmalarına ilişkin bakış açıları, sınıf içi kullanılan materyal ve etkinlikler ile çocukların okuma yazmaya ilgilerinin incelenmesi. Çocuk Gelişimi ve Eğitimi Dergisi, 1, 2, 33-51.
• Desmarais, C., Roeber, B. J., Smith, M. E., & Pollak, S. D. (2012). Sentence comprehension in postinstitutionalized school-age children. Journal of Speech, Language, and Hearing Research, 55(1), 45-54.
• Deutsch, A., Frost, R., Pollatsek, A. & Rayner, K. (2000). Early morphological effects in word recognition in Hebrew: Evidence from parafoveal preview benefit. Language and Cognitive Processes, 15, 487-506.
• Deutsch, A., Frost, R., Pollatsek, A. & Rayner, K. 2005. Morphological parafoveal preview benefit effects in reading: Evidence from Hebrew. Language and Cognitive Processes, 20, 341-371.
• Dickinson, D. & Tabors, P. (2001). Beginning literacy with language: Young children learning at home and at school. Baltimore: Brookes.
• Doğan, M. (2011). Çocuklarda çalışma belleği, akademik öğrenme ve öğrenme yetersizlikleri. Türk Psikoloji Yazıları, 14,27, 48-65.
• Durgunoğlu, A. Y., & Öney, B. (1999). A cross-linguistic comparison of phonological awareness and word recognition. Reading and Writing, 11, 281–299.
• Durgunoğlu, A., & Öney, B. (2002). Phonological awareness in literacy acquisition: It’s not only for children. Scientific Studies of Reading, 6 (3), 245-266.
• Ege, P. (2004). Dil ve konuşma bozuklukları. Yüksek lisans yayınlanmamış ders notları. Ankara Üniversitesi, Eğitim Bilimleri Enstitüsü, Ankara.
• Ege, P. (2005). Sözdizimsel ve biçimbilgisel gelişim. S. Topbaş (ed.). Dil ve kavram gelişimi, Ankara: Kök Yayıncılık.
• Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel’s meta-analysis. Review of Educational Research, 71(3), 393-447.
• Elbro, C. (1990). Differences in dyslexia. Copenhagen, Denmark: Munksgård.
• Ergül, C., Karaman, G., Akoğlu , G., Tufan, M., Kesiktaş, D., ve Bahap Kudret, Z. (2014). Okul öncesi öğretmenlerinin “erken okuryazarlık” kavramına ilişkin bilgi düzeyleri ve sınıf uygulamaları. İlköğretim Online, 13(4), 1449-1472.
• Fletcher, J., Lyon, R., Barnes, M., Stuebing, K., Frances, D., Olson, R., et al. (2002). Classification of learning disabilities: An evidenced-based evaluation. In R. Bradley & L. Danielson ( Eds.), Identification of learning disabilities: Research to practice ( pp. 185–250). Mahwah, NJ: Erlbaum.
• Frost, R. (1998). Toward a strong phonological theory of visual word recognition: True issues and false trials. Psychological Bulletin, 123, 71-99.
• Frost, R. (2006). Becoming literate in Hebrew: The grain-size hypothesis and Semitic orthographic systems. Developmental Science, 9, 439-440.
• Frost, R., Katz, L., & Bentin, S. (1987). Strategies for visual word recognition and orthographic depth: A multilingual comparison. Journal of Experimental Psychology: Human Perception and Performance, 13, 104-115.
• Gernsbacher, M. A., Varner, K. R., & Faust, M. E. (1997). Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 430–445.
• Gough, P. B. & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7, 6-10.
• Gough, P. B., Hoover, W. A. & Peterson, C. L. (1996). Some observations on a simple view of reading. C. Cornoldi ve J. Oakhill, (Ed.), Reading comprehension difficulties: Processes and intervention pp (1-13). Mahwah, NJ: Erlbaum.
• Gunning, T. G. (2003). Reading skills: Cause & effect. Elizabethtown, PA: Continental Press.
• Güldenoğlu, B., Kargın, T. ve Ergül, C. (2017). Anasınıfı çocuklarının erken okuryazarlık beceri profili: Ankara örneklemi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(1), 61-87.
• Güldenoğlu, B., Kargın, ,T., & Ergül, C. (2016). Sesbilgisel farkındalık becerilerinin okuma ve okuduğunu anlama üzerindeki etkisi: Boylamsal bir çalışma. Elementary Education Online, 15(1), 251-272.
• Güldenoğlu, B., Kargin, T., & Miller, P. (2015). Okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin incelenmesi. Türk Psikoloji Dergisi, 30(76), 82-96.
• Güldenoğlu, B., Kargin, T. ve Miller, P. (2012). İyi ve zayıf okuyucuların sözcük işlemleme ve okuduğunu anlama becerilerinin karşılaştırılmalı olarak incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri (KUYEB), 12(4), 2807- 2828.
• Hagtvet, B. E. (1998). Preschool oral language competence and literacy development. In: Reitsma P. & Verhoeven L. (eds), Problems and Interventions in Literacy Development (pp.63-80). Dordrecht, The Netherlands: Kluwer Academic Publishers.
• Hagtvet, B. E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skill as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16, 505–539.
• Hiebert, E. H. ve Kamil, M. L. (2005). Teaching and Learning Vocabulary. Bringing research to practice. New Jersey, London. Lawrence Erlbaum Associates, Publisher.
• Hoover, W. A. & Gough, P. B. (1990). The simple view of reading. Reading and Writing: An Interdisciplinary Journal, 2, 127-160.
• Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32 (2), 157–163.
• Fiorentino, R. & Poeppel, D. (2007). Compound Words and Structure in the Lexicon. Language and Cognitive Processes, 22, 953-1000.
• Fisher, D., Frey, N., & Lapp, D. (2008). Shared readings: Modeling comprehension, vocabulary, text structures, and text features for older readers. The Reading Teacher, 61(7), 548–556.
• Frauenfelder, U.H. & Schreuder, R. (1992). Constraining psycholinguistic models of morphological processing and representation: The role of productivity. In: G. Booij & J. Van-Marle (Eds.), Yearbook of Morphology. Kluwer: Academic Publishers, Pp. 165-183.
• Jackson, N. E., & Coltheart, M. (2001). Routes to reading success and failure: Toward an integrated cognitive psychology of atypical reading. Philadelphia, PA, US: Psychology.
• Joshi, R. M. (2005). Vocabulary: A critical component of comprehension. Reading & Writing Quarterly, 21, 209-219.
• Kargın, T., Güldenoğlu, B. & Ergül, C. (2017a). Anasınıfı çocuklarının erken okuryazarlık beceri profili: Ankara örneklemi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 18(1), 61-87.
• Kargın, T., Güldenoğlu, B. & Ergül, C. (2017b). Dinlediğini anlama becerisinin okuduğunu anlama üzerindeki yordayıcılığının incelenmesi. Kastamonu Eğitim Dergisi, 25(6), 2369-2384.
• Kendeou, P., Lynch, J., van den Broek, P., Espin, C., White, M.J. & Kremer, K. (2005). Developing successful readers: building early comprehension skills through television viewing and listening. Early Childhood Education Journal, 33(2), 91-98. doi: 10.1007/s10643-005-0030-6.
• Kirby, R. J., Deacon, H., Bowers, P.N. & Wade-Woolley, L. (2012). Children’s morphological awareness and reading ability. Reading and Writing, 25, 389-410. doi: 10.1007/s11145-010-9276-5.
• Kirby, J. R., Desrochers, A., Roth, L., & Lai, S. S. V. (2008). Longitudinal predictors of word reading development. Canadian Psychology/Psychologie canadienne, 49(2), 103-110
• Kjeldsen, A., Kärnä, A., Niemi, P., Olofsson A., & Witting, K. (2014). Gains from training in phonological awareness in kindergarten predict reading comprehension in grade 9. Scientific Studies of Reading, 18(6), 452-467.
• Kuder, S. J. (1997). Understanding language and communication. Teaching students with language and communication disabilities. Allyn & Bacon. USA.
• Kurudayıoğlu, M. (2005). İlköğretim II. kademe öğrencilerinin kelime hazinesi üzerine bir araştırma (Yayımlanmamış Doktora Tezi), Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Türkçe Eğitimi Ana Bilim Dalı, Ankara.
• Laçin, E. (2016). İşitme engelli öğrencilerin biçimbilim farkındalık becerilerinin işiten akranları ile karşılaştırmalı olarak incelenmesi (Yayınlanmış yüksek lisans tezi). Ankara Üniversitesi Eğitim Bilimleri Fakültesi: Ankara.
• LaSasso, C., & Davey, B. (1987). The relationship between lexical knowledge and reading comprehension for prelingually, profoundly hearing-impaired students. The Volta Review, 89(4), 211-220.
• Lavric, A., Clapp, A., Rastle, K. (2007). ERP evidence of morphological analysis from orthography: A masked priming study. Journal of Cognitive Neuroscience, 19, 866–877.
• Lee, J. H., ve Macaro, E. (2013). Investigating age in the use of 11 or english-only instruction: Vocabulary acquisition by korean EFL learners. The Modern Language Journal, 97(4), 887-901.
• Lonigan C. J., Schatschneider C., & Westberg L. (2008). Developing early literacy: Report of the National Early Literacy Panel. In identification of children’s skills and abilities linked to later outcomes in reading, writing, and spelling (pp. 55-106). Washington, DC: National Institue for Literacy.
• Longtin, C. M. & Meunier, F. 2005. Morphological decomposition in early visual word processing. Journal of Memory and Language, 53, 26-41.
• Luckner, J. L. ve Cooke C. (2010). A summary of the vocabulary research with students who are deaf or hard of hearing. Am Ann Deaf, 155(1), 38-67.
• 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.
• Magee, P. A., & Newcomer, P. L. (1978). The relationship between oral language skills and academic achievement of learning disabled children. Learning Disability Quarterly, 1(1), 63-67.
• Mahony, D., Singson, M., & Mann, V. (2000). Reading ability and sensitivity to morphological relations. Reading and Writing, 12(3), 191-218
• Mann, V. A. (1986). Phonological awareness: The role of reading experience. Cognition, 24, 65-92.
• Mann, V. A., Shankweiler, D. & Smith, S.T. (1984). The association between comprehension of spoken sentences and early reading ability: The role of phonetic representation. Journal of Child Language, 11, 627–643.
• Mann, V. & Singson, M. (2003). Linking morphological knowledge to English decoding ability: Large effects of little suffixes. In Reading complex words: Cross- -language studies (E. M. H. Assink & D. Sandra, editors), pp. 1–25. New York: Kluwer Academic/Plenum Press.
• Marulis, L. M., ve Neuman, S.B (2010). The effects of vocabulary intervention on young children’s word learning: A meta-analysis. Review of Educational Research, 80(3), 300–335.
• McCormick, S.F., Rastle, K. & Davis, M.H. (2008). Is there a ‘fete’ in ‘fetish’? Effects of orthographic opacity on morpho-orthographic segmentation in visual word recognition. Journal of Memory and Language, 58, 307–32.
• McKeown, M.G., & Beck, I.L. (2006). Encouraging young children’s language interactions with stories. In D.K. Dickinson & S.B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 281–294). New York: Guilford.
• Mc Shane, S. (2005). Applying Research in Reading Instruction for Adults, First Steps for Teachers. USA, National Institute for Literacy, National Center for Family Literacy
• Meunier, F. & Longtin, C.M. 2007. Morphological decomposition and semantic integration in word processing. Journal of Memory and Language, 56, 457-471.
• Meyer, M. S., & Felton, R. H. (1999). Repeated reading to enhance fluency: Old approaches and new direction. Annals of Dyslexia, 49, 283-306.
• Miller, P. (2000). Syntactic and semantic processing in deaf and hearing readers. American Annals of the Deaf, 145, 436-448.
• Miller, P. (2005). Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities. American Annals of the Deaf, 150, 305-323.
• Miller, P. (2006). What the visual word recognition skills of prelingually deafened readers tell about their reading comprehension problems. Journal of Development and Physical Disabilities 18, 91-121.
• Miller, P. (2010). Phonological, orthographic, and syntactic awareness and their relation to reading comprehension in prelingually deaf individuals: What can we learn from skilled readers? Journal of Development and Physical Disabilities, 22, 549-580.
• Miller, P., Kargin, T. ve Guldenoglu, B. (2013). The reading comprehension failure of Turkish prelingually deaf read¬ers: Evidence from semantic and syntactic processing. Journal of Development and Physical Disabilities, 23, 221-239. doi: 10.1007/s10882-012-9299-8.
• Morris, K. (1994). Lexical and message-level sentence context effects on fixation times in reading. Journal of Experi¬mental Psycho. 20(1), 92-103.
• Nagy, E. W. (2005a). Promoting Students’ Vocabulary Development; An Overview Seattle Pacific University. (27.06.2008) http://myhome.spu.edu./wnagy/ promotingstudents.htm.
• Nagy, W. E. (2005b). Why vocabulary instruction needs to be long-term and comprehensive. E. H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 27-44). Mahwah, NJ: Erlbaum.
• Nagy, W. E., Berninger, V. W. & Abbott, R. C. (2006). Contribution of morphology beyond phonology to literacy outcomes of upper elementary and middle-school students. Journal of Educational Psychology, 98, 134-147.
• Nation, K. (2005). Children’s reading comprehension difficulties. M. J. Snowling ve C. Hulme, (Ed.), The science of reading: A handbook (248-266). Oxford: Blackwell Publishing.
• National Reading Panel. (2000). Teaching children to read: Reports of the subgroups. Washington, DC: National Institutes of Health.
• National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.
• Nguyen, T., T. H., & Khuat, T., T., N. (2003). Learning vocabulary through games: The effectiveness of learning vocabulary through games. The Assian EFL Journal,5 (4).
• Niswander-Klement, E. & Pollatsek, A. (2006). The effects of root frequency, word frequency, and length on the processing of prefixed English words during reading. Memory & Cognition, 34, 685-702.
• O’Grady, W., Archibald, J., Aronoff, M. & Rees-Miller, J. (2010). Contemporary linguistics: An introduction. Boston, Massachusetts: Bedford/St. Martin’s.
• Olofsson, A., & Niedersoe, J. (1999). Early language development and kindergarten phonological awareness as predictors of reading problems. Journal of Learning Disabilities, 32, 464–472.
• Ott, P.(1997). How to detect and manage dyslexia - a reference and resource manual. London: Heinemann Educational Pub.
• Ouellette, G. P. (2006). What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98, 554–566.
• Owens, R. (1984). Preschool language development. Language development, an introduction. Charles E. Merrill. Columbus, Ohio. USA.
• Owens, R. (1998). Development of Communication, Language and Speech. Human Communication Disorders an Introduction. Ally&Bacon. Boston. USA.
• Öney, B., & Durgunoğlu, A.Y. (1997). Beginning to read in Turkish: a phonologically transparent orthography. Applied Psycholinguistics, 18, 1-15.
• Özcan, H. (2013). Çocukta dil ve kavram gelişimi. S. Topbaş (Ed.), Biçimbirim ve sözdizimi gelişimi(s. 114-124). Eskişehir: Anadolu Üniversitesi.
• Parrila, R., Kirby, J. R. & McQuarrie, L. (2009) Articulation rate, naming speed, verbal short-term memory, and phonological awareness: longitudinal predictors of early reading development, Scientific Studies of Reading, 8:1, 3-26.
• Paul, R. (1995). Language disorder from infancy through adolescence: Assesment and intervention. St Louis: Mosby Pub.
• Paul V. P. (2001). Language and Deafness. (3 rd ed.). Canada: Thomson Learning Inc.
• Perfetti, C., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledge and learning to read are reciprocal: A longitudinal study of first grade children. Merrill-Palmer Quarterly, 33, 283–319.
• Peynircioğlu, Z. F., Durgunoğlu, A., & Öney, B. (2002). Phonological awareness and musical aptitude. Journal of Research in Reading, 25, 68-80.
• Pike, M., Swank, P., Heather, T., Landry, S & Barnes, M.A. (2013). Effect of preschool working memory, language, and narrative abilities on inferential comprehension at school-age in children with Spina Bifida Myleomeningocele and typically developing children. Journal of International Neuropsychological Society, 19, 390-399.
• Pittas, E., & Nunes, T. (2014). The relation between morphological awareness and reading and spelling in Greek: A longitudinal study. Reading and Writing, 27, 1507–1527. doi:10.1007/s11145-014- 9503-6.
• Phillips, B. M. (2014). Promotion of syntactical development and oral comprehension: Development and initial evaluation of a small-group intervention. Child Language Teaching and Therapy, 30(1), 63-77.
• Qian, D. D. (2002). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning, 52, 3, 513-536.
• Rakhlin, N., Cardoso-Martins, C., & Grigorenko, E. (2014). Phonemic awareness is a more important predictor of orthographic processing than rapid serial naming: Evidence from Russian. Scientific Studies of Reading, 18(6), 395-414.
• Raman, İ. (2006). On the age-of-acquisition effects in word naming and orthographic transparency: Mapping specific or universal?. Visiual Cognition, 13 (7), 1044-1053.
• Raman, İ., Baluch, B., & Besner, D. (2004). On the control of visual word recognition: Changing routes versus changing deadlines. Memory & Cognition, 32 (3), 489-500.
• Ramus, F., Pidgeon, E., & Frith, U. (2003). The relationship between motor control and phonology in dyslexic children. Journal of Child Psychology and Psychiatry, 44, 712–722.
• Rastle, K. & Davis, M. (2008). Morphological decomposition based on the analysis of orthography. Language and Cognitive Processes, 23, 942-971.
• Rispens, J., McBride-Chang, C., & Reitsma, P. (2007). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing, 21, 587–607.
• Roth, F. P., Spence, D. L., & Cooper, D. H. (2002). A longitudinal analysis of the connection between oral language and reading. Journal of Educational Research 95, 259-272.
• Scarborough, H. S. (1990). Very early language deficits in dyslexic children. Child Development, 61, 1728–1743.
• Scarborough, H.S. & Brady, S.A. (2002). Toward a common terminology for talking about speech and reading: A glossary of the “phon” words and some related terms. Journal of Literacy Research, 34, 299-334.
• Schiff, R., Schwartz, S., & Nagar, R. (2011). Effect of phonological and morphological awareness on reading comprehension in Hebrew-speaking adolescents with reading disabilities. Annual of Dyslexia, 61, 44–63.
• Schreuder, R. & Baayen, R. H. (1995). Modeling morphological processing. In L. B. Feldman (Ed.), Morphological aspects of language processing, (Pp. 131–154). Hillsdale, NJ: Lawrence Erlbaum.
• Seme, E. M., & Wlig, E. H. (1975). Comprehension of syntactic structures and critical verbal elements by children with learning disabilities. Journal of Learning Disabilities, 8(1), 46-52.
• Senechal, M., Ouellette, G., & Rodney, D. (2006). The misunderstood giant: On the predictive role of early vocabulary to future reading. In D.K. Dickinson & S.B. Neuman (Eds.), Handbook of early literacy research (Vol. 2, pp. 173–182). New York: Guilford.
• Sever, S. (2000). Türkçe öğretimi ve tam öğrenme, Anı Yayıncılık, Ankara.
• Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55, 151-218.
• Share, D., Jorm, A., MacLean, R. & Mathews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology 76, 1309–1324.
• Shaywitz, S.,& Shaywitz, B. (2005). Dyslexia (Specific reading disability). Society of Biological Psychiatry, 57, 1301–1309.
• Shimron, Y. (2006). Reading Hebrew: The Language and the Psychology of Reading it, Mahwah, N.J: Lawrence Erlbaum.
• Shiotsu, T. & Cyril, W. (2007). The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance. Language Testing, 24,1, 99-128.
• Sinatra, G. M. (1990). Convergence of listening and reading processing. Reading Research Quarterly, 35, 115–130.
• Sinatra, R. (2008). Creating a culture of vocabulary acquisition for children living in poverty, Journal of Children and Poverty, 14(2), 173-192.
• Snow, C. E., Tabors, P. O., Nicholson, P. E., & Kurland, B. F. (1995). SHELL: Oral language and early literacy in kindergarten and first-grade children. Journal of Research in Childhood Education, 10, 37–47.
• Solomyak, O., Marantz, A. 2010. Evidence for Early Morphological Decomposition in Visual Word Recognition. Journal of Cognitive Neuroscience, 22, 2042-2057.
• Stahl, S.A. & Murray, B.A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 85: 22–34.
• Stahl, S. A. & Murray, B. (1998). Word recognition in beginning literacy Metsala, J. L., & Ehri, L. C. (Eds.). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.
• Stahl, S. A. ve Nagy W. E. (2006). Teaching Word Meanings. New Jersey, Literacy Teaching Series, Lawrence Erlbaum Associates. Inc.
• Stanovich, K, E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21: 360-407.
• Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: Guilford.
• Stanovich, K.E., Cunningham, A.E. & Cramer, B.B. (1984). Assessing phonological awareness in kindergarten children: Issues of task comparability, Journal of Experimental Child Psychology, 38: 175–190.
• Storch, S. A., & Whitehurst, G. J. (2002). Oral Language and Code-Related Precursors to Reading: Evidence from a Longitudinal Structural Model. Developmental Psychology, 38, 934-947. Doi: 10.1037/0012-1649.38.6.934
• Sulzby, E., & Teale, W. (1991). Emergent literacy. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of Reading Research, Vol. II (pp. 727–757). New York: Longman.
• Tabors, P.O., Snow, C.E., & Dickinson, D.K. (2001). Homes and schools together: Supporting language and literacy development. In D.K. Dickinson & P.O. Tabors, Beginning literacy with language: Young children learning at home and school (pp. 313-334). Baltimore, MD: Brookes Publishing.
• Taft, M. (2004). Morphological decomposition and the reverse base frequency effect. The Quarterly Journal of Experimental Psychology, 57, 745–765.
• Taft, M. & Ardasinski, S. (2006). Obligatory decomposition in reading prefixed words. The Mental Lexicon, 1, 183-199.
• Tily, H., Fedorenko, E. & Gibson, E. (2010). The time-course of lexical and structuralprocesses in sentence comprehension. Quarterly Journal of Experimental Psychology, 63(5), 910–927.
• Topbaş, S. (2017). Dil ve kavram gelişimi. Ankara: Kök Yayıncılık.
• Topbaş, S. (2005). Dilin bileşenleri. S. Topbaş (ed.). Dil ve kavram gelişimi. Ankara: Kök Yayıncılık.
• Troia, G. (2004). Phonological processing and its influence on literacy learning. In C. Stone, E. Silliman, B. Ehren, & K. Appel (Eds.), Handbook of language and literacy: Development and disorders (pp. 271–301). New York: Guilford.
• Tunmer, W. E., Bowey, J. A., & Grieve, R. (1983). The development of young children’s awareness of the word as a unit of spoken language. Journal of Psycholinguistic Research, 12(6), 567-594.
• Tunmer, W. E., Nesdale, A.R. & Wright, A.D. (1987). Syntactic awareness and reading acquisition. British Journal of Developmental Psychology, 5, 25–34.
• Tunmer, W. E. (2008). Recent developments in reading intervention research: Introduction to special issue. Reading and Writing, 21, 299-316. doi: 10.1007/s11145-007- 9108-4.
• Tunmer, W. & Greaney, K. (2010). Defining dyslexia. Journal of Learning Disabilities, 43(3), 229-243. doi: 10.1177/0022219409345009.
• Uzuner, Y. (1997). Filizlenen okur-yazarlık. Okul Öncesi Dönemde Özel Eğitim Semineri, 16-17 Ekim, Ankara.
• Vadasy, P. F., & Nelson, J. R. (2012). What works for special-needs learners: Vocabulary instruction for struggling students. New York, NY: The Guilford Press.
• Vaknin, V. & Shimron, J. (2011). Hebrew plural inflection: Linear processing in a Semitic language. The Mental Lexicon, 6, 197-244.
• Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades?. Journal of Child Psychology and Psychiatry, 45, 2–40.
• Vellutino, F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness and reading ability: Evidence from a longitudinal and experimental study. Merrill- Palmer Quarterly, 33, 321–363.
• Viana de Freitas, P., Peruzzi Elia da Mota, M. M. & Deacon, H. (2017). Morphological awareness, Word reading, and reading comprehension in Portuguese. Applied Psycholinguistics, 39(3), 507-529.
• Wagner, R. K., & Torgesen, J. K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192-212.
• Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.
• Wise, J., Sevcik, R., Morris, R., Lovett, M. & Wolf, M. (2007). The relationship among receptive and expressive vocabulary, listening comprehension, pre-reading skills, word ıdentification skills, and reading comprehension by children with reading disabilities. Journal of Speech, Language, and Hearing Research, 50, 1093–1109.
• Wright, J. & Jacobs, B. (2003). Teaching phonological awareness and metacognitive strategies to children with reading difficulties: A comparison of two instructional methods, Educational Psychology,23(1), 17-47, doi: 10.1080/01443410303217
• Yopp, H. K. (1988). The validity and reliability of phonemic awareness tests. Reading Research Quarterly, 23, 159–177.
• Yopp, H. K., & Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54-130