ARE WE ASSESSING THE LINGUISTIC FACTORS CRITICAL IN EARLY READING

[21] PHONEMIC ANALYSIS AND SYNTHESIS AS WORD-ATTACK SKILLS [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1976, 68 (01) : 70 - 74

[22] GALLISTEL E, 1974, GALLISTEL ELLIS TEST

[23] LONG-RANGE KINDERGARTEN PREDICTION OF READING-ACHIEVEMENT IN 1ST THROUGH 6TH GRADE [J]. LEARNING DISABILITY QUARTERLY, 1982, 5 (01) : 85 - 88

[24] TEACHING READING BY USE OF A SYLLABARY [J]. READING RESEARCH QUARTERLY, 1973, 8 (04) : 447 - 483

[25] Gleitman LR, 1977, PSYCHOL READING

[26] COGNITIVE-LINGUISTIC FUNCTIONING AND LEARNING TO READ IN PRESCHOOLERS [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1976, 68 (06) : 680 - 688

[27] GOLINKOFF RM, 1978, ACQUISITION READING

[28] TRAINING VISUAL PERCEPTUAL PROCESSES [J]. JOURNAL OF LEARNING DISABILITIES, 1972, 5 (09) : 552 - 559

[29] PHONEMIC SEGMENTATION AND BLENDING SKILLS OF KINDERGARTEN-CHILDREN - IMPLICATIONS FOR BEGINNING READING ACQUISITION [J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 1976, 1 (02) : 157 - 169

[30] ITPA VISUAL SEQUENTIAL MEMORY TASK - ALTERNATIVE INTERPRETATION AND THE IMPLICATIONS FOR GOOD AND POOR READERS [J]. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1980, 50 (FEB) : 16 - 25

[21] PHONEMIC ANALYSIS AND SYNTHESIS AS WORD-ATTACK SKILLS [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1976, 68 (01) : 70 - 74

[22] GALLISTEL E, 1974, GALLISTEL ELLIS TEST

[23] LONG-RANGE KINDERGARTEN PREDICTION OF READING-ACHIEVEMENT IN 1ST THROUGH 6TH GRADE [J]. LEARNING DISABILITY QUARTERLY, 1982, 5 (01) : 85 - 88

[24] TEACHING READING BY USE OF A SYLLABARY [J]. READING RESEARCH QUARTERLY, 1973, 8 (04) : 447 - 483

[25] Gleitman LR, 1977, PSYCHOL READING

[26] COGNITIVE-LINGUISTIC FUNCTIONING AND LEARNING TO READ IN PRESCHOOLERS [J]. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1976, 68 (06) : 680 - 688

[27] GOLINKOFF RM, 1978, ACQUISITION READING

[28] TRAINING VISUAL PERCEPTUAL PROCESSES [J]. JOURNAL OF LEARNING DISABILITIES, 1972, 5 (09) : 552 - 559

[29] PHONEMIC SEGMENTATION AND BLENDING SKILLS OF KINDERGARTEN-CHILDREN - IMPLICATIONS FOR BEGINNING READING ACQUISITION [J]. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 1976, 1 (02) : 157 - 169

[30] ITPA VISUAL SEQUENTIAL MEMORY TASK - ALTERNATIVE INTERPRETATION AND THE IMPLICATIONS FOR GOOD AND POOR READERS [J]. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, 1980, 50 (FEB) : 16 - 25