References

• 1983Categorizing sounds and learning to read—a causal connection3,022 cited
• 1974The Processing of Information and Structure2,117 cited
• 1974Explicit syllable and phoneme segmentation in the young child1,378 cited
• 1988Effects of an Extensive Program for Stimulating Phonological Awareness in Preschool Children1,309 cited
• 2012Standard Progressive Matrices1,216 cited
• 1979Does awareness of speech as a sequence of phones arise spontaneously?1,138 cited
• 1985Rhyme and Reason in Reading and Spelling889 cited
• 1984Assessing phonological awareness in kindergarten children: Issues of task comparability795 cited
• 1986The ability to manipulate speech sounds depends on knowing alphabetic writing752 cited
• 1994Ameliorating Early Reading Failure by Integrating the Teaching of Reading and Phonological Skills: The Phonological Linkage Hypothesis729 cited
• 1986Literacy training and speech segmentation526 cited
• 1971The Auditory Analysis Test464 cited
• 1995Phonological awareness and visual skills in learning to read Chinese and English444 cited
• 1984Phonological Awareness and Verbal Short-Term Memory433 cited
• 1997Phonological skills are important in learning to read Chinese.