Recommended Reading

Bowen, C. (2011, November). Literacy and children with speech sound disorders.

Brady, S. (2020). A 2020 perpective on research findings on alphabetics (phoneme awareness and phonics): Implications for instruction (Expanded version). The Reading League Journal.

Ehri, L.C. at al. (2001). Phonemic awareness instruction helps children learn to read: Evidence from the National Reading Panel’s Meta-Analysis. Reading Research Quarterly, 36, 250-287.

Ehri, L. (2022). What teachers need to know and do to teach letter-sounds, phonemic awareness, word reading, and phonics.
The Reading Teacher

Gillon, G.T. (2004). Phonological awareness: From research to practice. New York: Guilford Press.

Hempenstall, K. (2014). Phonemic awareness: Yea, Nay?

Hulme, C., Hatcher, P., Nation, K., Brown, A., Adams, J. & 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.

Melby-Lervag, M., Lyster, S.A. & Hulme, C. (2012). Phonological skills and their role in learning to read: A meta-analytic review. Psychology Bulletin, 138, 322-352.

Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence From a longitudinal study. Developmental Psychology, 40, 665-681.

National Early Literacy Panel (2009). Developing Early Literacy: A scientific synthesis of early literacy development and implications for intervention. National Institute for Literacy and National Centre for Family Literacy.

Neilson, R. (2019). The phonemic awareness vs phonics debate: Avoiding the friendly fire. Learning Difficulties Australia Bulletin, 51(2&3), 21-27.